Promoting higher quality
The Quality Assurance Agency
for Higher Education
Benchmark statement:
Health care programmes
Phase 1
Physiotherapy
Subject benchmark statements: Health care programmes
Subject benchmark statements provide a means of describing the nature and characteristics of programmes
of study and training in health care. They also represent general expectations about standards for the award
of qualifications at a given level and articulate the attributes and capabilities that those possessing such
qualifications should be able to demonstrate.
Subject benchmark statements are used for a variety of purposes. Primarily, they are an important external
source of reference when new programmes are being designed and developed. They provide general
guidance for articulating the learning outcomes associated with the programme but are not a specification of
a detailed curriculum. Benchmark statements provide for variety and flexibility in the design of programmes
and encourage innovation within an agreed overall conceptual framework.
Subject benchmark statements also provide support in the pursuit of internal quality assurance. They enable
the learning outcomes specified for a particular programme to be reviewed and evaluated against agreed
general expectations about standards.
Finally, subject benchmark statements are one of a number of external sources of information that are drawn
upon for the purposes of academic review* and for making judgements about threshold standards being
met. Reviewers do not use subject benchmark statements as a crude checklist for these purposes however.
Rather, they are used in conjunction with the relevant programme specifications, the associated
documentation of the relevant professional and statutory regulatory bodies, the institution's own self
evaluation documentation, together with primary data in order to enable reviewers to come to a rounded
judgement based on a broad range of evidence.
The benchmarking of standards in health care subjects is undertaken by groups of appropriate specialists
drawn from higher education institutions, service providers and the professional and statutory regulatory
bodies. The statements represent the first attempt to make explicit in published form the general academic
characteristics and standards of awards in these subjects in the UK. In due course, the statements will be
revised to reflect developments in the subjects and the experiences of institutions, academic review and
others that are working with it.
* academic review in this context refers to the Agency's arrangements for external assurance of quality and standards.
Further information regarding these may be found in the Handbook for academic review, which can be found on the
Agency's web site.
This statement is © The Quality Assurance Agency for Higher Education 2001.
It may be reproduced by educational institutions solely for educational purposes, without permission.
Excerpts may be reproduced for the purpose of research, private study, or review without permission,
provided full acknowledgement is given to the subject benchmarking group for this subject area and to the
copyright of the Quality Assurance Agency for Higher Education.
Electronic storage, adaptation or translation of the statement is prohibited without prior written agreement
from the Quality Assurance Agency for Higher Education.
ISBN 1 85824 570 2
AR 030 6/2001
Published by
Quality Assurance Agency for Higher Education
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Contents
Foreword
1
An emerging health professions framework
2
A
Expectations of the health professional in
providing patient/client services
2
B
The application of practice in securing,
maintaining or improving health and well being
3
C
Knowledge, understanding and skills that underpin
the education and training of health care professionals
4
Benchmark statement for physiotherapy
6
Introduction
6
Nature and extent of physiotherapy
7
A
The physiotherapist as a registered health care practitioner;
expectations held by the profession, employers and public
8
B
Physiotherapy skills and their application to practice
9
C
Physiotherapy: subject knowledge, understanding and associated skills
10
Teaching, learning and assessment
12
Teaching and learning in physiotherapy
12
Assessment
13
Academic and practitioner standards
14
Profession-specific skills
14
Generic and enabling skills
14
Scientific basis of physiotherapy
14
Contexts of service delivery
15
Appendix 1
16
Physiotherapy benchmark group membership
16
Appendix 2
17
Benchmark steering group membership
17
Physiotherapy
Foreword
This benchmark statement describes the nature and standards of programmes of study in physiotherapy, that
leads to awards made by higher education institutions in the United Kingdom (UK) in the subject.
It has been developed in collaboration with a number of other health care professions and these are listed
below. Although initial work was undertaken in subject specific groups, the analysis of these early drafts
identified a number of features which all the subject groups shared. It was, therefore, agreed by each of the
specialist benchmark groups that their respective statements could be cast using a common structure. As
work progressed it became increasingly apparent that there was considerable overlap within the details of
the subject-specific statements and a common health professions framework was emerging. This emerging
framework is, accordingly, displayed in each of the subject statements in order to illustrate on the one hand,
the shared context upon which the education and training of health care professionals rests and, on the other,
the uniquely profession-specific context within which programmes are organised. It is important to
emphasise that benchmark statements are not cast in tablets of stone and will need to be revisited in the light
of experience and further developments in health care. Moreover, we are confident that the emerging
framework has the potential to embrace other health related professions such as social work, dentistry,
medicine and other therapies. It is anticipated that further work in a second phase of the project could lead
to an overarching health professions framework.
The initial section of this statement sets out the health professions framework under three main headings:
A
Expectations of the health professional in providing patient/client services;
B
The application of practice in securing, maintaining or improving health and well-being;
C
The knowledge, understanding and skills that underpin the education and training of
health care professionals.
The main section of this statement, in addition to describing the nature and extent of programmes leading to
awards in physiotherapy, describes the profession-specific expectations and requirements under the same
three categories.
The key feature in this statement, as in the associated statements, is the explicit articulation of the academic
and practitioner standards associated with the award in physiotherapy. This duality reflects the significance
of the academic award as the route to registration for professional practice and formal recognition by the
professional and statutory regulatory bodies. The threshold standards set out the expectations of health
professionals entering their first post immediately on qualification.
The section on standards accords with the relevant level descriptor for awards in the qualifications
frameworks published by the Quality Assurance Agency for Higher Education.
The section on teaching, learning and assessment draws attention to the central role of practice in the design
of learning opportunities for students and the importance of ensuring that professional competence
developed through practice is adequately assessed and rewarded. It also notes how essential it is that the
integration of theory and practice is a planned process within the overall arrangements made for teaching
and learning.
The statement acknowledges the need to put the prospective client/patient at the centre of the student's
learning experience and to promote within that experience the importance of team-working and
cross-professional collaboration and communication. Implicit in the statement are the opportunities that exist
for shared learning across professional boundaries, particularly in the latter stages of training when
inter-professional matters can be addressed most productively. It is essential that the opportunities that exist
for shared learning in practice are optimised, as well as best use being made of similar opportunities that
prevail more obviously in classroom-based activities.
This statement and the associated statements will therefore allow higher education institutions, in
partnership with service providers (where appropriate), to make informed curriculum choices about the
construction of shared learning experiences. In this context, shared learning is seen as one of a number of
means of promoting improved collaborative practice and addressing a range of issues which span
professional accountability and professional relationships.
Finally, the statement does not set a national curriculum for programmes leading to awards in
physiotherapy. It acknowledges that the requirements of the professional and statutory regulatory bodies
need to be incorporated into the design of programmes. It seeks to encourage higher education institutions
and service providers to work collaboratively in the design and delivery of their curricula. Its essential
feature is the specification of threshold standards, incorporating academic and practitioner elements, against
which higher education institutions are expected, as a minimum, to set their standards for the award.
1
Dietetics, Health Visiting, Midwifery, Nursing, Occupational Therapy, Orthoptics, Physiotherapy, Podiatry (Chiropody), Prosthetics and Orthotics,
Radiography, and Speech & Language Therapy.
page 1
Subject benchmark statement: Health care programmes
An emerging health professions framework
The subject specific statements for physiotherapy have been set within the emerging health professions
framework outlined below. As indicated in the foreword, this framework developed as a result of the
benchmarking work undertaken collaboratively by 11 different health professional groups. Further evolution
of the framework is anticipated through a second phase of the project which will address its goodness of fit
with a range of other health and social care professions benchmark statements.
A Expectations of the health professional in providing patient/client services
This section articulates the expectations of a registered professional within health and social care services. It
describes what is regarded as a minimum range of expectations of a professional that will provide safe and
competent practice for patients/clients in a variety of health and social care contexts.
A1 Professional autonomy and accountability
The award holder should be able to:
l
maintain the standards and requirements of professional and statutory regulatory bodies;
l
adhere to relevant codes of conduct;
l
understand the legal and ethical responsibilities of professional practice;
l
maintain the principles and practice of patient/client confidentiality;
l
practise in accordance with current legislation applicable to health care professionals;
l
exercise a professional duty of care to patients/clients/carers;
l
recognise the obligation to maintain fitness for practice and the need for continuing professional
development;
l
contribute to the development and dissemination of evidence-based practice within professional
contexts;
l
uphold the principles and practice of clinical governance.
A2 Professional relationships
The award holder should be able to:
l
participate effectively in inter-professional and multi-agency approaches to health and social care where
appropriate;
l
recognise professional scope of practice and make referrals where appropriate;
l
work, where appropriate, with other health and social care professionals and support staff and
patients/clients/carers to maximise health outcomes;
l
maintain relationships with patients/clients/carers that are culturally sensitive and respect their rights
and special needs.
A3 Personal and professional skills
The award holder should be able to:
l
demonstrate the ability to deliver quality patient/client-centred care;
l
practise in an anti-discriminatory, anti-oppressive manner;
l
draw upon appropriate knowledge and skills in order to make professional judgements, recognising the
limits of his/her practice;
l
communicate effectively with patients/clients/carers and other relevant parties when providing care;
l
assist other health care professionals, support staff and patients/clients/carers in maximising health
outcomes;
l
prioritise workload and manage time effectively;
l
engage in self-directed learning that promotes professional development;
l
practise with an appropriate degree of self-protection;
l
contribute to the well-being and safety of all people in the work place.
page 2
Physiotherapy
A4 Profession and employer context
The award holder should be able to:
l
show an understanding of his/her role within health and social care services;
l
demonstrate an understanding of government policies for the provision of health and social care;
l
take responsibility for his/her own professional development;
l
recognise the value of research and other scholarly activity in relation to the development of the
profession and of patient/client care.
B The application of practice in securing, maintaining or improving
health and well-being
All health care professionals draw from the knowledge and understanding associated with their particular
profession. This knowledge and understanding is acquired from theory and practice. It forms the basis for
making professional decisions and judgements about the deployment in practice of a range of appropriate
skills and behaviours, with the aim of meeting the health and social care needs both of individual
clients/patients and of groups, communities and populations. These decisions and judgements are made in
the context of considerable variation in the presentation, the setting and in the characteristics of the
client/patient health and social care needs. They often take place against a backdrop of uncertainty and
change in the structures and mechanisms of health and social care delivery.
Sound professional practice is essentially a process of problem solving. It is characterised by four
major phases:
l
the identification and analytical assessment of health and social care needs;
l
the formulation of plans and strategies for meeting health and social care needs;
l
the performance of appropriate, prioritised health promoting/health
educating/caring/diagnostic/therapeutic activities;
l
the critical evaluation of the impact of, or response to, these activities.
B1 Identification and assessment of health and social care needs
The award holder should be able to:
l
gather relevant information from a wide range of sources including electronic data;
l
adopt systematic approaches to analysing and evaluating the information collected;
l
communicate effectively with the client/patient, (and his/her relatives/carers),
group/community/population, about their health and social care needs;
l
use a range of assessment techniques appropriate to the situation and make provisional identification of
relevant determinants of health and physical, psychological, social and cultural needs/problems;
l
recognise the place and contribution of his/her assessment within the total health care profile/package,
through effective communication with other members of the health and social care team.
B2 Formulation of plans and strategies for meeting health and social care needs
The award holder should be able to:
l
work with the client/patient, (and his/her relatives/carers), group/community/population, to consider
the range of activities that are appropriate/feasible/acceptable, including the possibility of referral to
other members of the health and social care team and agencies;
l
plan care within the context of holistic health management and the contributions of others;
l
use reasoning and problem solving skills to make judgements/decisions in prioritising actions;
l
formulate specific management plans for meeting needs/problems, setting these within a timescale and
taking account of finite resources;
l
record professional judgements and decisions taken;
l
synthesise theory and practice.
page 3
Subject benchmark statement: Health care programmes
B3 Practice
The award holder should be able to:
l
conduct appropriate activities skilfully and in accordance with best/evidence-based practice;
l
contribute to the promotion of social inclusion;
l
monitor and review the ongoing effectiveness of the planned activity;
l
involve client/patient/members of group/community/population appropriately in ongoing
effectiveness of plan;
l
maintain records appropriately;
l
educate others to enable them to influence the health behaviour of individuals and groups;
l
motivate individuals or groups in order to improve awareness, learning and behaviour that contribute to
healthy living;
l
recognise opportunities to influence health and social policy and practices.
B4 Evaluation
The award holder should be able to:
l
measure and evaluate critically the outcomes of professional activities;
l
reflect on and review practice;
l
participate in audit and other quality assurance procedures;
l
contribute to risk management activities.
C Knowledge, understanding and skills that underpin the education and
training of health care professionals
The education and training of health care professionals draws from a range of well-established scientific
disciplines that provide the underpinning knowledge and understanding for sound practice. Each health
care profession will draw from these disciplines differently and to varying extents to meet the requirements
of their specialty. It is this contextualisation of knowledge, understanding and skills that is characteristic of
the learning in specific health care programmes. Consequently, in this introductory section, the attributes and
capabilities expected of the student are expressed at a generalised level.
C1 Knowledge and understanding
The award holder should be able to demonstrate:
l
understanding of the key concepts of the disciplines that underpin the education and training of all
health care professionals, and detailed knowledge of some of these. The latter would include a broad
understanding of:
l
the structure and function of the human body, together with a knowledge of dysfunction and
pathology;
l
health and social care philosophy and policy, and its translation into ethical and evidenced based
practice;
l
the relevance of the social and psychological sciences to health and healthcare;
l
the role of health care practitioners in the promotion of health and health education;
l
the legislation and professional and statutory codes of conduct that affect health and social care
practice.
page 4
Physiotherapy
C2 Skills
Information gathering
The award holder should be able to demonstrate:
l
an ability to gather and evaluate evidence and information from a wide range of sources;
l
an ability to use methods of enquiry to collect and interpret data in order to provide information that
would inform or benefit practice.
Problem solving
The award holder should be able to demonstrate:
l
logical and systematic thinking;
l
an ability to draw reasoned conclusions and sustainable judgements.
Communication
The award holder should be able to demonstrate:
l
effective skills in communicating information, advice, instruction and professional opinion to colleagues,
patients, clients, their relatives and carers; and, when necessary, to groups of colleagues or clients.
Numeracy
The award holder should be able to demonstrate:
l
ability in understanding, manipulating, interpreting and presenting numerical data.
Information technology
The award holder should be able to demonstrate:
l
an ability to engage with technology, particularly the effective and efficient use of information and
communication technology.
page 5
Subject benchmark statement: Health care programmes
Benchmark statement for Physiotherapy
Introduction
Physiotherapy is a science-based health care profession which emphasises the use of physical approaches in
the promotion, maintenance and restoration of an individual's physical, psychological and social well-being
and takes into account an individual's variations in health status.
A distinctive feature of physiotherapy practice is the ability of individual practitioners to use manual
therapy, therapeutic exercise and electrophysical therapy in an integrative manner to optimise an
individual's functional ability and potential.
Physiotherapy is an autonomous profession and practice is characterised by reflective behaviour and
systematic clinical reasoning, both contributing to and underpinning a problem-solving approach to patientcentred care. Physiotherapy practice is supported and influenced by evidence of clinical effectiveness and
practitioners may work independently or as members of the health care team.
In the assessment, management and evaluation of an individual's needs, physiotherapists take account of the
current physical, psychological, cultural and social factors and their influence on the individual's functional
ability. Practice also takes into account the needs and perspectives of carers and other health care
professionals in order to provide a coherent and holistic approach that maximises independence and
function.
Physiotherapists work in a range of health and care settings that include hospital, community, private
practice, industry and sports settings. While the majority are employed by the National Health Service
(NHS), significant numbers work in private practice. Physiotherapy comprises the largest group within the
allied health care professions. There are currently in excess of 30,000 state registered physiotherapists within
the United Kingdom (UK).
Physiotherapy qualifying degree programmes are jointly validated by the professional, statutory and
regulatory bodies and a higher education institution (HEI). The Chartered Society of Physiotherapy (CSP)
was formed in 1922 following the award of a Royal Charter. As a professional body the CSP has
responsibility for defining the professional code of practice, code of conduct, the curriculum framework
appropriate for graduates to enter the profession, and tasks related to self-regulation.
Physiotherapy is one of the Allied Health Care Professions and one of the Professions Supplementary to
Medicine (PSM) as established by the PSM Act, 1960. The statutory regulatory body, the Physiotherapy
Board of the Council for Professions Supplementary to Medicine, has regulated its education and training
since 1960 (these functions will be replaced by the new Health Professions Council). All education and
training is delivered in higher education (HE) and all (Privy Council-approved) registrable qualifications are
awards of UK HEIs.
page 6
Physiotherapy
Nature and extent of physiotherapy
Physiotherapists operate as independent practitioners as well as members of health care teams. They are able
to act as first contact practitioners, and patients may seek direct care without referral from another health
care professional. A challenging aspect of physiotherapy is the broad scope of practice in terms of patient
and client groups, health care delivery settings, and intervention for problems of impairment, activity and
participation.
Physiotherapists provide a substantial teaching and advisory role to the public and many patient and client
groups. The qualified physiotherapist also provides mentorship for students and colleagues and therefore
utilises a range of communication and teaching skills.
Physiotherapy practice makes direct reference to published research evidence, as well as indicators of
effective intervention in the form of professional and clinical standards and clinical guidelines. Practice is
informed by physiotherapy-specific research as well as the general scientific literature, and in this way
engages in evidence-based practice.
The breadth and scope of physiotherapy practice encompasses the following:
l
the age span of human development from neonate to old age;
l
working with individuals who present with complex and challenging problems resulting from multipathology illness;
l
health promotion and injury prevention, and the assessment, management and evaluation of
intervention;
l
the therapeutic management and treatment of individuals with recovering conditions such as head
injury, stroke and musculoskeletal injuries;
l
treating individuals with deteriorating conditions such as in the area of palliative care;
l
the management of individuals with stable conditions such as lower-limb amputation following trauma
and spinal cord injury;
l
a broad range of settings including the patient's home, the acute and primary care settings, private
sector, schools and industry;
l
an understanding of the health care issues associated with diverse cultures within society.
Physiotherapy is a developing profession that operates within a changing and evolving environment. The
profession of physiotherapy has undertaken pioneering work in constructing written practice standards and
clinical guidelines for a wide range of specialist areas. These standards, which make direct reference to
evidence at different levels, are embedded in practice and the curricula of undergraduate programmes.
Recruitment policies and strategies for physiotherapy degree programmes should include the principles of
wider participation and should also take account of the needs and ethnic diversities of individual communities.
The education of physiotherapists takes place within HEIs and programmes are offered at honours degree
and postgraduate levels. Study may be full-time or part-time and all programmes include a mandatory
practice component. Opportunities to study physiotherapy are offered in at least 30 institutions throughout
the UK.
page 7
Subject benchmark statement: Health care programmes
A The physiotherapist as a registered health care practitioner; expectations held
by the profession, employers and public
A1 Professional autonomy and accountability of the physiotherapist
The award holder should be able to:
l
understand the legal responsibilities and ethical considerations of professional practice;
l
conform to the Rules of Professional Conduct as published by the Chartered Society of Physiotherapy;
l
appreciate the significance of professional self-regulation;
l
acknowledge the boundaries of professional competence in a changing health care environment;
l
be committed to continuing professional development in order to enhance competence to practise and
maintain registered professional status;
l
participate in the continuation and development of the profession;
l
recognise the significance of clinical effectiveness in the delivery of physiotherapy.
A2 Professional relationships
The award holder should be able to:
l
participate effectively in inter-professional approaches to health care delivery;
l
assist other health care professionals in professional practice;
l
acknowledge cross-professional boundaries and employ appropriate referral procedures;
l
initiate and maintain effective interactions with relevant external agencies including other health care
professionals;
l
deploy and manage support staff effectively and efficiently.
A3 Personal and professional skills
The award holder should be able to:
l
make professional judgements confidently;
l
reflect on professional practice and engage in appropriate self-directed learning;
l
demonstrate a high level of communication skills;
l
preserve patient dignity;
l
initiate and respond to change in a flexible manner;
l
operate with a suitable degree of self-protection.
A4 Profession and employer context
The award holder should be able to:
l
deliver physiotherapy practice in the context of patient-centred care;
l
demonstrate an understanding of the origins of health care in the UK and of the current developments
in the health and social care sectors;
l
understand the scope of physiotherapy in a range of health care settings;
l
recognise the importance of non-discriminatory practice;
l
be aware of contemporary health and safety legislation and integrate into physiotherapy practice;
l
play an active role in health education and health promotion programmes;
l
recognise the wide reaching value of research and scholarly activity within the health care and
professional context.
page 8
Physiotherapy
B Physiotherapy skills and their application to practice
Physiotherapy practice and the application of professional skills is underpinned by knowledge and
understanding. The graduate physiotherapist possesses a broad range of core skills encompassing
profession-specific and generic enabling skills. Although the following sections do not correspond exactly
with the health professions framework, nevertheless they articulate and contextualise section B.
B1 Profession-specific skills
The award holder will be able to demonstrate skill in:
Therapeutic exercise
l
making decisions, setting goals and constructing specific exercise programmes that will have a positive
therapeutic or health enhancing effect;
l
planning, delivering and evaluating exercise programmes for individuals and groups.
Manual therapy
l
the application of mobilisation, respiratory physiotherapy, neuro-therapeutic handling and massage
techniques. Different concepts and approaches inform the development of these physiotherapy
interventions;
l
facilitation and restoration of movement and function.
Electrotherapeutic modalities
l
the application of a range of modalities based on the utilisation of electrical, thermal, light, sonic and
magnetic energy are used to bring about physiological and therapeutic effects in order to alleviate
patient symptoms and restore optimum function.
B2 Generic and enabling skills
The award holder will be able to demonstrate skill in:
Communication and information technology (IT)
l
interpersonal communication using written, verbal, and non-verbal modes;
l
teaching and presentation for individuals and groups;
l
using information technology to identify and access information, to record and manage patient data and
to process and analyse research findings;
l
handling information with due regard for legal and ethical requirements.
Assessment
l
identifying and recognising the physical, psychological and cultural needs of individuals and
communities;
l
gathering and recording information from a wide range of sources and by a variety of methods;
l
forming a diagnosis on the basis of physiotherapy assessment;
l
analysing and synthesising information gathered from assessment data and the clinical problem solving
processes.
Treatment planning
l
making the patient central to the delivery of care;
l
making decisions, setting goals and constructing specific plans to achieve these, taking into account
relevant contextual factors;
l
applying problem solving and clinical reasoning to the assessment findings in order to plan, prioritise
and implement appropriate physiotherapy.
page 9
Subject benchmark statement: Health care programmes
Evaluation and research
l
using clinical reasoning approaches in the selection, justification and review of appropriate treatments;
l
the development and use of outcome measures for evaluating physiotherapy;
l
making judicious use of the best available information and evidence;
l
formulating a research question, the development of a research design and the implementation of the
research process.
Personal and professional development
l
managing uncertainty, change and stress;
l
time-management and workload planning;
l
identifying individual learning needs;
l
constructing and implementing a personal development plan;
l
reflecting and modifying behaviour in the light of experience and advice;
l
working with others, negotiation, conciliation, and development of partnerships;
l
setting realistic goals related to personal development;
l
recognising the significance of continuing professional development;
l
team working and leadership skills;
l
making clinical judgements based on the quality of available evidence.
C Physiotherapy: subject knowledge, understanding and associated skills
A physiotherapy programme draws upon a wide range of academic disciplines and these are detailed in the
sections below. Although the following sections do not correspond exactly with the health professions
framework, nevertheless they articulate and contextualise section C.
C1 Scientific basis of physiotherapy
Biological sciences
The award holder will be able to demonstrate knowledge and understanding of:
l
human anatomy and physiology emphasising the dynamic relationships of human structure and
function and focusing on the musculoskeletal, cardiorespiratory and nervous systems;
l
how the application of physiotherapy may cause physiological and structural change;
l
human growth and development across the lifespan;
l
the factors influencing individual variations in human ability.
Physical sciences
The award holder will be able to demonstrate knowledge and understanding of:
l
specific principles and theories from physics, biomechanics, applied exercise science and ergonomics
that can be applied to physiotherapy;
l
the means by which the physical sciences can inform the understanding and analysis of movement and
function;
l
the principles and application of measurement techniques based on biomechanics or electrophysiology;
l
the application of anthropometric and ergonomic principles.
Behavioural sciences
The award holder will be able to demonstrate knowledge and understanding of:
l
psychological and social factors that influence an individual in health and illness;
l
how psychology and sociology can inform an understanding of health, illness and health care in the
context of physiotherapy and the incorporation of this knowledge into physiotherapeutic practices;
page 10
Physiotherapy
l
theories of communication. In physiotherapy communication and interpersonal skills are vital to
competent and effective practice, informing effective interaction with patients, peers, managers, carers
and other health care professionals;
l
learning theories. The process of learning is important for both the patient and the practitioner. These
theories underpin continuing professional development, enabling physiotherapists to be effective
lifelong learners. This knowledge also equips the physiotherapist to become an effective teacher in a
wide range of contexts, eg health education and the education of students;
l
team working and leadership.
Clinical sciences
The award holder will be able to demonstrate knowledge and understanding of:
l
pathological changes and related clinical features of conditions commonly encountered by
physiotherapists;
l
the changes that result from physiotherapy, including physiological, structural, behavioural and
functional;
l
the theoretical basis of assessment and treatment and the scientific evaluation of effectiveness;
l
principles of evaluation and research methodologies which enable the integration of theoretical
l
perspectives and research evidence into the design and implementation of effective physiotherapy;
l
the theories supporting problem solving and clinical reasoning.
C2 Context of service delivery and professional practice
Service/organisational issues
The award holder will be able to demonstrate knowledge and understanding of:
l
the changing and diverse context within which physiotherapy is delivered;
l
an appreciation of the implications of different organisational settings and patterns of working;
l
quality assurance frameworks encompassing, for example clinical governance, clinical guidelines, and
professional standards;
l
issues of resource management, cost effectiveness, marketing, and promotion of the profession;
l
performance indicators and outcome measures derived from a range of scientific and measurement
approaches;
l
the factors influencing the management of themselves and others;
l
safety at work practices including risk assessment;
l
the planning of service delivery and its associated workforce.
Social and political
The award holder will be able to demonstrate knowledge and understanding of:
l
the impact of health and social care policies on professional practice;
l
factors contributing to social differences, the problems of inequalities and the needs of different social
groups.
Ethical and moral dimensions
The award holder will be able to demonstrate knowledge and understanding of:
l
the ethical, legal and professional issues that inform and shape physiotherapy practice;
l
professional, statutory and regulatory codes of practice;
l
professional code of conduct, values and beliefs.
page 11
Subject benchmark statement: Health care programmes
Teaching, learning and assessment
Decisions about the strategies and methods for teaching, learning and assessment are for institutions to
determine, but should complement the learning outcomes associated with health profession programmes. It
is not for benchmark statements to promulgate any one, or combination of, approaches over others.
However, this benchmark statement promotes an integrative approach to the application of theory and
practice. It underlines the significance attached to the design of learning opportunities that facilitate the
acquisition of professional capabilities and to assessment regimes that ensure these are being both delivered
and rewarded to an appropriate standard. Fundamental to the basis upon which students are prepared for
their professional career, is the provision of programmes of academic study and practice-based learning
which lay the foundation for career-long professional development and lifelong learning to support best
professional practice and the maintenance of professional standards.
Teaching and learning in physiotherapy
Physiotherapy learning and teaching strategies should be distinctive, and designed to integrate university
and clinical work based learning. The learning and teaching process should be developmental and
demonstrate progression, linking theoretical understanding and clinical application throughout the
programme. Students should experience a range of placements which cover key areas reflecting
contemporary practice.
The diverse nature of physiotherapy calls for a range of complex skills, which should be developed
longitudinally throughout the programme. Characteristically these skills should be introduced and then
developed through practice on peers prior to application in a clinical context. Central to the acquisition of
physiotherapy skills is the provision for students to practise observation, palpation and analysis of human
performance in specialist laboratories in the university.
Teaching and learning should be informed by contemporary evidence-based practice, as well as
developments in educational theory, in order to develop the skills of problem solving, diagnosis,
intervention and reflection. Student-centred learning should encourage students to take on increasing
responsibility for identifying their own learning needs. Graduates should be autonomous learners with
developed lifelong learning skills and an ability to engage in continuing professional development.
The learning processes in physiotherapy at honours degree level can be expressed in terms of four
interrelated themes:
Cognitive and conceptual
Programmes should develop cognitive skills in students, eg the ability to reconstruct knowledge and apply it
to individual situations. Such skills should be developed through a variety of teaching and learning methods
in which students are encouraged to become actively and practically engaged with the process.
Clinical and technical
Physiotherapy skills should be developed in both the university and the clinical setting. These should be
supervised, facilitated and developmental learning experiences in which students receive formative and
summative judgements and feedback on their performance.
Social and personal context
The programme should enable students to develop an awareness of the cultural diversity, values, beliefs and
social factors that affect the context of physiotherapy. This should be achieved from both theoretical and
practice perspectives and by exposing students to clinical practice in a wide variety of settings.
Generic and enabling skills
Programmes should be designed to facilitate students' acquisition of effective communication skills, team
working, problem solving, the use of IT, research methodology and critical reasoning. The generic nature of
these skills should enable them to be achieved through inter-professional education where their acquisition
should be through activity-based experiences.
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Physiotherapy
Assessment
Methods should match the teaching and learning strategy, meet learning outcomes and encompass a wide
variety of tools. Academic assessment should be designed to develop and test cognitive skills drawing on the
context of practice and reflecting the learning and teaching methods employed. Methods should normally
include case study presentations and analyses, practice-focused assignments, essays, project reports, clinical
assessments and examinations of a written or practical nature. The requirements of honours degree
programmes in physiotherapy should usually include an extended piece of written work that is typically
completed in the final year. This should be related to physiotherapy practice and include systematic enquiry,
investigation, analysis and evaluation.
The assessment of competence to practise should be determined in partnership between physiotherapy
lecturers and placement staff. Professional registration is dependent upon meeting university requirements
that include satisfactory completion of a period of clinical practice, as specified by the professional and
statutory bodies.
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Subject benchmark statement: Health care programmes
Academic and practitioner standards
Standards associated with threshold level are identified below. Although only threshold level has been
articulated, it is acknowledged that the majority of physiotherapy students would attain a level well above
this minimum standard. Physiotherapy practice is essentially applied and consequently the articulated
standards are related to both academic and practice capabilities. At threshold level, the required standards
relate to practice-specific knowledge, understanding and skills, but also to a recognition of the key skills
inherent in the concept of 'graduateness'. Students will be expected to meet each of these standards. The
integration of theory and practice within an honours degree ensures that students meet the statutory
requirements.
Definition of level
Threshold level: the minimum standard for a student who graduates with an honours degree in
physiotherapy.
Profession-specific skills
1
An ability to apply appropriate physiotherapy assessment techniques.
2
Safe and effective use of therapeutic exercise incorporating decision making, goal setting and design of
exercise programmes.
3
Safe and effective use of manual therapy in the application of mobilisation, manipulation, massage and
respiratory therapy techniques.
4
Safe and effective use of electrotherapeutic modalities in the selection and application of a range of
modalities based on the therapeutic use of electrical, thermal, light, sonic and magnetic energy.
5
A basic understanding of the scientific process and how it may impact on physiotherapy practice.
6
An understanding of the role of physiotherapy in the prevention of illness and injury and in health
promotion.
Generic and enabling skills
1 Communication skills sufficient to communicate safely and effectively as a professional with patients,
carers and colleagues.
2
The assessment process sufficient to assess a patient safely and effectively taking into account physical,
psychological and cultural needs.
3
The information gained from the assessment process sufficient to construct a specific safe and effective
treatment plan, with the patient, using problem-solving and clinical reasoning skills.
4
Evaluation and research processes sufficient to find and use available evidence in order to choose and
evaluate treatment intervention safely and effectively.
5
Reflection and the learning process, in order to identify personal and professional goals for continuing
professional development and lifelong learning.
6
Capacity to sufficiently use numerical and IT skills to present, manage and analyse data appropriately.
7
The use of IT and information management systems sufficient to maintain patient records.
8
A sufficient understanding of individual and team working practices, to be able to work in both contexts
where appropriate.
Scientific basis of physiotherapy
1 An understanding of the biological, physical and behavioural sciences which underpin physiotherapy.
2
An ability to use this knowledge and understanding appropriately in a variety of practice contexts.
3
An ability to implement clinical practice based on research evidence.
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Physiotherapy
Contexts of service delivery
1
An appreciation of the complexities of health care systems within which physiotherapy is delivered.
2
An integrated understanding of ethical, moral, and legal issues in relation to physiotherapy practice.
3
An understanding of the performance framework and quality assurance mechanisms within
physiotherapy practice.
4
An understanding of the roles of other professions.
5
An ability to work as a member of a health care team.
6
An understanding of the social and economic factors that impact on health and the delivery of care.
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Subject benchmark statement: Health care programmes
Appendix 1
Physiotherapy benchmark group membership
Mrs Judith Chappell
University of Hertfordshire
Dr Brian Durward
Glasgow Caledonian University
Mr Ieuan Ellis
University of Northumbria at Newcastle
Ms Fleur Kitsell
University of Southampton
Professor Jeffery Lucas
University of Bradford
Professor Valerie Maehle
The Robert Gordon University
Professor Nigel Palastanga
University of Wales College of Medicine
Ms Jenny Routledge (facilitator)
University of East Anglia
Mr Ian Rutherford
University of Nottingham
Mrs Helen Smith
University of Northumbria at Newcastle
Ms Marion Trew
University of Brighton
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Physiotherapy
Appendix 2
Benchmark steering group membership
Mrs Margaret Andrews
Mr David Ashcroft
Mrs Linda Auty
Miss Lesley Barrowman
Mrs Valerie Beale
Ms Mary Boyle
Mrs Ann Clarke
Ms Helen Davis
Professor Anne de Looy
Miss Faye Doris
Mr Martin Duckworth
Mr Brian Ellis
Miss Anne Fagan (deceased)
Mrs Janice Gosby
Ms Valerie Hall
Mrs Julia Henderson
Ms Anne Hopkins
Mr Stephen Hutchins
Mr Tom Langlands
Ms June Leishman
Professor Jeffrey Lucas
Professor Dame
Jill Macleod-Clark (co-chair)
Ms Diane Marks-Maran
Mrs Susan Montague
Mrs Christine Mullen
Mr Luke O'Byrne
Mrs Audrey Paterson
Ms Robyn Phillips
Professor Mike Pittilo (co-chair)
Ms Lorna Povey
Mrs Jarina Rashid-Porter
Mr Gwilym Roberts
Ms Jenny Routledge
Mr Ian Rutherford
Mrs Sandra Sexton
Ms Gail Stephenson
Professor Averil Stewart
Professor Mary Watkins
North East Wales Institute of Higher Education
Society of Chiropodists & Podiatrists
Leeds Metropolitan University
National Board for Nursing, Midwifery &
Health Visiting for Northern Ireland
Somerset Health Authority
National Board for Nursing, Midwifery & Health Visiting for Scotland
Bedford Hospital NHS Trust
Royal Hallamshire Hospital, Sheffield
Queen Margaret University College, Edinburgh
University of Plymouth
College of St Mark & St John, Plymouth
Queen Margaret University College, Edinburgh
Hospital of St John & St Elizabeth, London
UK Central Council for Nursing, Midwifery & Health Visiting
University of Brighton
University of Hertfordshire
University of Wales Swansea
University of Salford
English National Board for Nursing, Midwifery and Health Visiting
University of Abertay, Dundee
University of Bradford
University of Southampton
Thames Valley University
University of Hertfordshire
South Manchester University Hospital NHS Trust
East Berkshire NHS Trust
Canterbury Christ Church University College
Welsh National Board for Nursing, Midwifery & Health Visiting
Kingston University & St George's Medical Hospital
Wolverhampton Health Care NHS Trust
Coventry Healthcare NHS Trust
College of Occupational Therapists
University of East Anglia
University of Nottingham
University of Strathclyde
University of Liverpool
Queen Margaret University College, Edinburgh
University of Plymouth
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