School of Rehabilitation Sciences
BSc (Hons) and
MSc Physiotherapy (pre-registration)
Practice Education Programme
Physiotherapy
Practice Educator and Student Handbook
Academic Year 2015-16
Mary Jane Cole
Senior Lecturer Physiotherapy Practice Education
Practice Placement Co-ordinator
Tel: +44 (0) 20 8725 2250
Mob: 07900525054
Email: m.cole@sgul.kingston.ac.uk
Alison Jones
Senior Lecturer Physiotherapy Practice Education
Practice Placement Co-ordinator
Tel: +44 (0) 20 8725 0819
Email: a.jones@sgul.kingston.ac.uk
Faye McGill
Programme Administrator
Tel: +44 (0) 20 8725 0124
Email: placementteam@sgul.kingston.ac.uk
Table of Contents:
Sections highlighted in green are recommended to Practice Educators if pressed
for time.
Welcome.......................................................................................................................... 3
BSc (Hons) Physiotherapy............................................................................................... 5
Course Philosophy ....................................................................................................... 5
Course Aims ................................................................................................................ 5
Overall Course Learning Outcomes ............................................................................. 6
BSc (Hons) Physiotherapy Modules ............................................................................ 7
MSc Physiotherapy (pre-registration) .............................................................................. 9
Course Philosophy ....................................................................................................... 9
Course Aims ................................................................................................................ 9
Overall Course Learning Outcomes ........................................................................... 10
MSc Physiotherapy (pre-registration) Modules .......................................................... 11
Clinical Skills.................................................................................................................. 13
BSc (Hons) Physiotherapy ......................................................................................... 18
MSc Physiotherapy .................................................................................................... 18
Peer Assisted Learning (PAL) .................................................................................... 19
BSc Physiotherapy ................................................................................................. 19
MSc Physiotherapy ................................................................................................ 20
Accountability ......................................................................................................... 20
Responsibilities ...................................................................................................... 20
Practice Education Module Descriptors ......................................................................... 26
Year 2 BSc (Hons) Physiotherapy Practice Module ................................................... 26
Year 1 MSc Physiotherapy (pre-registration) Practice Module................................... 26
Year 3 BSc (Hons) Physiotherapy Practice Module ................................................... 33
Year 2 MSc Physiotherapy Practice Module .............................................................. 33
Roles and Responsibilities............................................................................................. 38
Role of The Practice Educator ................................................................................... 38
Role of the Link tutor .................................................................................................. 42
Role of the Practice Placement Co-ordinator ............................................................. 42
Assessment ................................................................................................................... 43
Practice Placement Assessment Form ...................................................................... 43
Student Supervision ................................................................................................... 44
Learning Contract ...................................................................................................... 44
1
The Midway Assessment ........................................................................................... 45
Practice Portfolio ........................................................................................................... 48
Placement Problems / Issues ........................................................................................ 50
The Failing Student .................................................................................................... 50
Danger of Failure form............................................................................................ 51
Safety on Placement .................................................................................................. 52
Universal Precautions .................................................................................................... 57
Personal Property .......................................................................................................... 57
Security.......................................................................................................................... 57
Student Consent To Act As A Model For Teaching Sessions ........................................ 58
Additional Requirments On Placement .......................................................................... 58
Practice Placement Hours ............................................................................................. 59
Student Absence During Practice Placement ................................................................ 61
Submission Of Assessment Form ................................................................................. 62
Equal Opportunities ....................................................................................................... 63
Disability Support ....................................................................................................... 64
Administration Of Placements ....................................................................................... 66
Practice Educator Study Days ....................................................................................... 67
Travel, Claims And Other Relevant Documentation ...................................................... 69
e-Appendicies are available at:
http://www.healthcare.ac.uk/schools/rehabilitation-sciences/practice-resources/
2
Welcome
Dear Practice Educator and Students,
Welcome to the practice education programme for BSc (Hons) Physiotherapy and MSc
Physiotherapy, Kingston University/St. George’s University of London.
The practice education element is a key part of both courses. Practice based learning
gives students the opportunity to consolidate knowledge, apply theory and enhance
skills. Practice education facilitates transitional learning and ensures that all students
practice physiotherapy safely and competently.
This handbook is designed to provide the information necessary to make practice based
education a valuable and worthwhile experience for all concerned. It includes:
 An overview of both curriculums
 An overview of course programme modules
 An overview of roles and responsibilities of the student and supporting staff while
on placement
 Strategies to support learning in the clinical setting
Practice placements are often the highlight of a student’s physiotherapy course and the
greatest strength of a practice placement is the patient contact offered and the support
provided by the Practice Educator.
The practice components of both physiotherapy programmes are very similar and
differences are highlighted throughout the document. Students on both programmes of
study undertake observational Peer-Assisted-Learning clinical practice visits (PAL
Clinical) and complete six five-week placements.
The Practice Education Team monitors every student’s profile ensuring that each
individual gains clinical experience where practically possible with clients across the age
range and within a variety of settings including neurological, musculoskeletal and cardio
respiratory conditions and to reflect pathways of care.
Each clinical environment is unique and offers students different insights and
experiences. Students differ considerably; some students may require more support
whilst some may achieve more during one practice placement than in another. The
Visiting / LinkTutor can assist the Practice Educator and the student in making the
most of the opportunities provided by the placement.
All students are assessed on placement via the common assessment form (see eAppendix 3 http://www.healthcare.ac.uk/courses/rehabilitation-sciences/information-forpre-registration-physiotherapy-practice-educators/ ). All students are expected to pass
each placement in turn before proceeding to the next placement. While the BSc
student’s final grade/ mark contributes to their degree status, the MSc students do not
receive credits for their placements.
Students are expected to read and be familiar with the content of the handbook
and should be able to access it throughout their placements. We encourage the
student and the Practice Educator to take advantage of the information provided in this
booklet so that both can make the most of the practice education programme.
3
Should you have any comments or queries about the content of this handbook please
feel free to contact the Practice Education Team at the School of Rehabilitation
Sciences. All feedback is important and is valued.
Thank you for your on-going support for the practice education programme and St
George’s, University of London/Kingston University.
Yours Sincerely
Mary Jane Cole
Senior Lecturer Physiotherapy Practice Education
Practice Placement Co-ordinator
Alison Jones
Senior Lecturer Physiotherapy Practice Education
Practice Placement Co-ordinator
4
BSc (Hons) Physiotherapy
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 good 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.
Course 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:

Develop professional knowledge, understanding, skills and behaviour, in order to
work as an effective, autonomous physiotherapist

Promote communication skills such as listening, empathy and sensitivity to
engender a caring person-centred approach to physiotherapy practice
5

Foster critical thinking, reflection, and skills of self-directed learning for lifelong
personal and professional development

Enable graduates to respond to changing political and societal contexts, to
provide services which meet the needs of individuals and populations

Inspire a responsibility to promote excellence within the Physiotherapy
Profession and across disciplines
Overall Course Learning Outcomes
On successful completion of the course the students will be able to demonstrate
achievement of the following learning outcomes:

Apply principles, concepts, practice and communication skills essential for safe
and effective person-centred physiotherapy practice in a variety of settings

Plan and implement a variety of treatment plans in collaboration with
patients/carers using a flexible and comprehensive clinical reasoning framework

Identify his/her individual learning needs to promote lifelong learning through
independent study and self-evaluation

Demonstrate critical insight into management concepts necessary to meet the
changing needs and demands of variable health and social care environments

Critically analyse and evaluate literature and clinical experience to inform
practice

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
The course curriculum is detailed in e-Appendix 1 at
http://www.healthcare.ac.uk/courses/rehabilitation-sciences/information-for-preregistration-physiotherapy-practice-educators/
6
BSc (Hons) Physiotherapy Modules
Module Code
PT 4001
PT 4002
PT 4003
PT 4004
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
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
Integration between the School-based modules and practice placements is of
paramount importance and is addressed in the module delivery of this course.
All module descriptors are available in e-Appendix 1 at
http://www.healthcare.ac.uk/courses/rehabilitation-sciences/information-for-preregistration-physiotherapy-practice-educators/
7
Week
Year 1
Practice Education Handbook 2013/14
Year 2
CR
ICC
NR
ASF
FIPP
IFP
6
7
8
Mar
Apr
May
June
July
PP 1
Pre clini cal
CRR
Term Break
RP
PIC
Year3
IDM
CRR
RP
PIC
ASF
FIPP
PHPR
PP 2
Study Week
PP 5
Term Break
Pre clinical yr 2
PP 4
Year 3
PIC Physiotherapy in context
RP Research Project
CRRCritical reflection and reasoning
IDMInterprofessional debates and management
PP Clinical placements 4,5,6
CR
ICC
NR
MSK
RM
P
FIPP A
L
ASF
IFP
30
30
15
15
30
FIPP
PHPR
CR
ICC
NR
MSK
RM
P
A
L
RP
PIC
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42
Feb
Term Break
Year 1
Credits
IFP Interprofessional foundation programme
30
ASF Assessment structure and function
30
PHPR Pathology, Health Promotion and Rehabilitation
30
FIPP Factors influencing Physiotherapy practice
30
Year 2
ICC Integrating Clinical Concepts
30
MSK Management of Musculoskeletal disorders
30
NR Neurological Rehabilitation
15
CR
Management of complex cardiorespiratory conditions15
RM Research Methods
15
PP
Practice placements 1,2,3
15
5
Jan
Term Break
CRR
4
Term Break
MSK
RM
3
Dec
Term Break
PP
2
Nov
Revision
RP
PIC
1
SepOct
BSc (Hons) Physiotherapy Indicative Course Plan 15/16
Indicative Course Plan, BSc (Hons) Physiotherapy
Practice placement blocks (PP1-6) shown in green
Exams
PP 3
PP 6
________________________________________________________________________________
8
MSc Physiotherapy (pre-registration)
Course Philosophy
Students graduating from the MSc Physiotherapy (pre-registration) programme will be
competent, autonomous 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 Professions Council (HPC) and membership of the
Chartered Society of Physiotherapy (CSP).
Blended learning and 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 health and social care, and
research. The course will promote an understanding of professional identity that
includes interprofessional 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
ethical, political and societal contexts in which they will practice and a strong sense of
professional identity. Graduates will develop advanced critical skills which include the
examination of differing perspectives, beliefs and theories.
It is important that physiotherapists, in addition to core physiotherapy skills, have
relevant transferrable skills such as decision making, effective communication,
adaptability and critical reflection which will all be emphasised and nurtured.
Importantly, graduates will also be able to demonstrate responsible assertiveness and
possess entrepreneurial and management skills, which are desirable to the modern
physiotherapist. This will, in turn, facilitate a seamless transition from the academic
learning environment to evidence informed clinical practice.
Course Aims
In accordance with the strategic plan of the Faculty of Health and Social Care Sciences,
this course aims to ensure graduates:

Develop relevant knowledge, understanding, skills, and professional behaviour in
order to work as a safe, effective, autonomous physiotherapist

Promote empathy and sensitivity to engender a person centred approach to
physiotherapy practice

Respond to changing political and societal contexts, in the delivery of effective,
safe services which meet the needs of individuals and populations

Develop a critical awareness and systematic understanding of research methods
used in health and social care research

Develop effective interprofessional working and enhance service delivery

Critically evaluate their effectiveness in relation to the delivery of person centred
physiotherapy
________________________________________________________________________________
Practice Education Handbook 2013/14
9
Overall Course Learning Outcomes
On completion of the programme the participant will be able to:

Apply principles, concepts and skills essential for safe, competent and
autonomous physiotherapy practice in a variety of settings

Plan and implement a variety of prevention and treatment plans using a flexible
and comprehensive clinical reasoning framework

Demonstrate advanced critical thinking in the approach to the practice of
physiotherapy in order to make decisions on the choice and effectiveness of
interventions for individuals and groups in the context of the changing needs and
demands of variable health and social care environments

Demonstrate advanced research skills in implementing an independent research
project which is relevant to physiotherapy practice within Health and Social Care

Evaluate and synthesise the factors influencing interprofessional working in
physiotherapy practice including those factors which may influence successful
team working and person-centred programmes of care

Demonstrate independent study and self-evaluation, decision-making,
leadership, self-responsibility and advanced personal strategies for lifelong
learning including evidence of reflective practice

Apply and critically evaluate effective communication skills for shared decision
making and team working

Illustrate and critically evaluate innovative, evidence based, person-centred
interventions
________________________________________________________________________________
Practice Education Handbook 2013/14
10
MSc Physiotherapy (pre-registration) Modules
Prerequisite
Year 1
Module title
Essentials of physiotherapy
Management of Musculoskeletal
Dysfunction
Management of Complex
Cardiorespiratory Dysfunction
Neurological rehabilitation
Level
4
5
15
5
15
5
Evaluation of Reflection in Rehabilitation
15
7
Psychology for Exercise for Health
15
7
None
4/5
Physiotherapy in context
30
30M/90(tot)
7
Interprofessional Debates and
Management
Professional Development in
Rehabilitation
Research Project
15
7
15
7
60
7
Self-Management in people with long
term and neurological conditions
15
7
None
6
Clinical placements
Year 2
Credits
No credits – level
4 catch up
module
30
Clinical placements
135M
The course curriculum is detailed in e-Appendix 2 at
http://www.healthcare.ac.uk/courses/rehabilitation-sciences/information-for-preregistration-physiotherapy-practice-educators/
________________________________________________________________________________
Practice Education Handbook 2013/14
11
Indicative Course Plan, MSc Physiotherapy
Practice placement blocks shown in blue
________________________________________________________________________________
Practice Education Handbook 2013/14
12
Clinical Skills
The following tables provide an overview of the principal clinical skills that
Physiotherapy students have studied, and been examined upon, during both BSc
(Hons) Physiotherapy and MSc Physiotherapy programmes.
Clinical skills developed and assessed prior to Level 4 (1) Placement
Module
Skills
Interprofessional
Foundation
Programme (BSc)
Factor Influencing
Professional Practice
(BSc)
Assessment, Structure
and Function (BSc)








Basic life support
Hand hygiene
BMI
Vital signs - temperature, pulse and respiration
Peak flow
Blood pressure
Urine and glucose testing
Glasgow Coma Scale (not tested)

Communication skills
o Introduction and closing an interview
o Informed consent
o Verbal and no-verbal skills to facilitate communication
Essentials of
Physiotherapy (MSc)

Factor Influencing
Professional Practice
(BSc)
Assessment, Structure
and Function (BSc)
Surface anatomy palpation and location
o Finding pulses – carotid, brachial, radial, femoral, posterior
tibial, dorsalis pedis
o Heart –location of valves and how to use stethoscope to
hear values
o Abdomen – surface anatomy of major organs (including
bladder)
o Using percussion to assess abdomen
o Location of thyroid, hyoid, trachea
o Cranial nerves (anatomy but not tests)
Manual handling (preliminary skills)



Sit to stand with assist 1 or 2
Walking with assist 1 or 2
Turning or moving in bed with assist 2
Neuromusculoskeletal
Pathology, Health
Promotion and
Rehabilitation (BSc)
Essentials of
Physiotherapy (MSc)
Assessment and Examination Skills
 Outline of basis for subjective examination
 Red flags
 Observation of posture
 Analysis of functional movement (e.g. gait, sit to stand, reach)
 Assessment of balance / proprioception (key tasks)
 MRC muscle testing major muscle groups (e.g. shoulder
flexors)
 Static Resisted testing major muscle groups (not individual
muscles)
 Muscle length tests (key muscles – gastrocnemius, rectus
femoris, hamstrings, biceps brachii)
13







Palpation of bony landmarks and soft tissues.
AROM – spinal and peripheral
PROM – peripheral
Goniometry
Accessory movements – peripheral AP, PA and long caudad
major joints (shoulder, elbow, wrist, hip, knee, talocrural)
Spinal accessory – PA, unilateral PA introduction
Reflex testing
Rehabilitation
 Communication skills - therapeutic relationship, Goal setting,
empowerment
 Teaching therapeutic exercise – for strength, endurance,
stretch, balance and ROM including using a variety of
equipment / resources but with particular emphasis on what
can be used for home.
 Active assisted exercise
 Electrotherapy modalities – Hot/Cold therapy, US, PSWD,
Electrical Stimulation, TENS, Interferential
 Soft tissue techniques – massage and deep tendon frictions.
Neurology
Assessment and Examination Skills
 Observation of posture
 Analysis of functional movement (e.g. gait, sit to stand,
reaching)
 Assessment of balance, standing and walking
Rehabilitation
 PNF
 Improvement of balance
 Re-education of functional tasks, using a task specific training
approach, e.g. rising to stand, reaching to grasp
 Management of dizziness and vestibular dysfunction
Cardiorespiratory
Assessment and Examination Skills
 Auscultation and surface lung-heart and pleura marking
 Normal and added breath sounds
 Lung function tests –interpretation
 Lung volumes and capacities
 Arterial blood gases (basic principles and interpretation)
 Interpretation of investigations such as BP/HR/SaO2
 Assessing correct use of meter dose inhalers
 Peak expiratory flow meters (PEF)
 Chest X-rays (basic principles)
 SOAP notes
 Field walking tests Complete respiratory assessment
 The oxygen dissociation curve and common oxygen delivery
systems
 Assessment of dyspnoea
 Basic risk assessment in post-operative patients (in year 2,
term 2)
14
Integrating Clinical
Concepts (BSc)
Evaluation of
Reflection in
Rehabilitation (MSc)
Rehabilitation
 Breathing control and implications for work of breathing
 Positioning for reducing WOB, V/Q mismatch, breathlessness
 ACBT (and ACBT with percussion, vibrations, shaking, use of
Cornet, Flutter and PEP)
 Postural Drainage
 Rehabilitation of amputees
 Principles of mobilisation and exercise (such as effects on BP,
HR, V/Q)
 Basic considerations when treating patients with chest drain in
situ
 Pulmonary and Cardiac rehabilitation (year 2, term 2)
 Exploring the psychological and social aspects of health
including how aspects such as communication, relationship
with patients and responses to rehabilitation influence
outcomes
 Introduction to clinical reasoning
Skills developed and assessed in Year 2 BSc and Year 1 MSc
Module
Skills
Management of
Neuromusculoskeletal
Dysfunction
Neuro-musculoskeletal
Assessment and Examination Skills
 Further development of Patient Screening for practice (Special
questions, Red/ Yellow Flags, Cervical Artery, Neurology,
Pathology)
 Special tests – Specific Muscle and Ligament Stability tests
 Neuro-dynamics – ULNT1, Slump and SLR
 Passive Physiological Intervertebral Movements (PPIVMs) –
Lumbar only
Rehabilitation
 Consideration of different approaches to musculoskeletal practice
(e.g. Structure, Function, Myofascial, Neuro-dynamics, McKenzie)
 Manual therapy skills
o Joint physiological and accessory mobilisations,
o Integrating techniques, e.g. PNF Hold Relax
o Trigger points
o
Management of
Neurological
NAG’s, SNAG’s, MWM’s
Developed but not assessed
 Hydrotherapy (introduction to principles)
 Combining movement
 Core stability (lumbar spine)
 Hands and plastics – specialist principles
 Taping
 Acupuncture (introduction to principles)
Neurology
15
Movement
Dysfunction
Management of
Complex Cardiorespiratory
Dysfunction
More emphasis is placed on the effects of pathology and rehabilitation
strategies.
Assessment and examination
Effect of pathology on functional activities e.g. ataxia, tone etc
Prevention of secondary complications
Rehabilitation
 Self management strategies
 Re-education of walking
 Management of ataxia and low tone
 Management of postural deformity and secondary problems
following neurological disorders.
 Management of Spasticity
 Management of the upper limb following stroke, mobilisation
and support of the shoulder
 Physiotherapy role in dysphasia, dysarthria and swallowing
problems
 Use of lower limb orthoses
Respiratory
Assessment and Examination







Detailed analysis of objective markers (e.g. blood gases, chest
Xrays etc.)
ITU charts – how to read them and extract relevant information
from them
Assessing multi-system failure
Assessment of fluid balance
Common lines
Assessing risk in post-operative patients.
Common ITU infusions and effects on respiratory system
Rehabilitation
 Manual inflation
 Suctioning
 Bronchial hygiene techniques in self ventilated patients
 Modes of Ventilation in ITU
 Weaning from mechanical ventilation
 Oxygen Therapy
 Tracheotomy care
 Pulmonary rehabilitation
 Non-invasive ventilation
 Rehabilitation of complex medical patients
 Ventilation/ perfusion and positioning in complex cases
 Aspiration assessment and emergency response
 Effect of different pathologies on the cardio-respiratory system
 Detailed analysis of objective markers (e.g. blood gases)
16
Skills developed and assessed in Year 3 BSc and Year 2 MSc
Neuro-Musculoskeletal
Assessment and Examination Skills


No additional skills taught / assessed for neuro-musculoskeletal
Discussions about how to adapt for different individuals / client groups
Neurology
No further skills taught but will have considered extra pathologies and current evidence
through lectures delivered by clinical experts in related fields e.g. Paediatrics, Learning
Disability.
Respiratory

Considerations for on-call working
Please see the module descriptors in e-Appendices 1 and 2 for more information
http://www.healthcare.ac.uk/courses/rehabilitation-sciences/information-for-preregistration-physiotherapy-practice-educators/
17
Practice Education Programme
BSc (Hons) Physiotherapy
The practice based component of the course includes:

Four half days on observational Peer-Assisted-Learning clinical practice visits (PAL
Clinical) in Year 1

30 weeks of practice based placements.
 Year 2: 3 five week placements (Levels 4 and 5)
 Year 3: 3 five week placements (Level 6)

A number of physiotherapy practice sessions in university.
Total: approximately 1000 hours of clinical practice.
(NB. Some international students require evidence of more hours in specified settings)
MSc Physiotherapy
The clinical and practice based component includes:

Two half days on observational Peer-Assisted-Learning clinical practice visits(PAL
Clinical) in Year 1

30 weeks of practice based placements
 3 five week placements, Levels 4(1) and 5(2) in Year 2
 3 five week placements in Year 3, Level 6(3)

A number of physiotherapy practice sessions in university.
Total: approximately 1000 hours of clinical practice.
(NB. Some international students require evidence of more hours in specified settings)
18
Peer Assisted Learning (PAL)
Each 1st year student visits a final year student on practice placement.
Aims:
To give the novice student the opportunity to observe physiotherapy in practice which
might include:
 patient-health professional interactions
 moving and handling
 basic physiotherapeutic techniques
 management and day-to-day running of different clinical services
 the relevance of psychosocial factors influencing patient management
To provide the 1st year student with a clinical context for the theoretical learning
To provide the final year student with an opportunity to demonstrate skills in
professionalism, communication and management while negotiating the visit and
supervising the 1st year student.
BSc Physiotherapy: (See course plan).
 PAL Clinical 1 – 2 separate half day visits (occasionally 1 full day visit) to a 3rd
year student during the January placement
 PAL Clinical 2 – 2 separate half day visits (occasionally 1 full day visit) to a 3rd
year student during the May placement.
Assessment of PAL
1st year students:

Following PAL Clinical 1: Summative assessment in February where the students
undertake a 10 minute oral presentation to their personal tutors and peers. The
student is expected to:
o Discuss the physical, biological and psycho-social factors underlying human
health and function, relative to a particular patient they observed during their
practice visit
o Demonstrate the ability to report findings in a clear and concise manner using
appropriate terminology
o Begin to demonstrate critical thinking, problem identification and appraisal of
information
o Analyse specific patient problems and identify basics of physiotherapy skills

Following PAL Clinical 2: Formative assessment via a structured reflective account
of their PAL clinical experiences (including a personal development plan/ SWOT).
Formative assessment relates to critical thinking and reflective skills, linking theory
to practice and preparation for professionalism required in clinical practice. Students
also receive feedback from their student supervisor in terms of professionalism
3rd year students:

Summative assessment of inter-personal and professional skills and clinical
reasoning using the level 6 common assessment form
19
MSc Physiotherapy
 PAL Clinical – 2 half day visits to a final year (MSc) student during the October
placement.
Assessment
1st year students:

No summative assessment but students are asked to reflect on their PAL
experience in writing and share this with their personal tutor for formative feedback
purposes. In addition final year students provide formative feedback to the 1st year
student on professionalism
Final year students:

Summative assessment of inter-personal and professional skills and clinical
reasoning using the level 6 common assessment form
Accountability
The organisation of the PAL Clinical visits is the joint responsibility of the 1st and final
year students (not the responsibility of the Practice Educator). During a PAL visit, the
1st year student is accountable to the final year student who is, in turn, accountable to
the Practice Educator.
The 1st year student is expected to:
 Observe student and/ or practitioner in the clinical setting
 Interact with the patients verbally and/ or have minimal manual contact (e.g.
auscultation, feeling chest expansion or passive movement of a limb)
 Uphold the confidentiality and dignity of the patient at all times during and after
the visit
 Communicate with patients, carers, staff and others as appropriate
 Access patient documentation and make relevant anonymised notes (in
consultation with the final year student and Practice Educator)
 Wear appropriate clinical uniform and behave in a professional manner at all
times
 Maintain health and safety (e.g. infection control, back-care etc)
 Adheres to the rules of professional conduct (CSP 2011 and HPC 2008)
What the 1st year student cannot do:
 Assess or treat patients
 Assist in the moving and handling of patients (specifically patient transfers)
without the direct approval and supervision of the Practice Educator
Responsibilities
The Practice Education Team:
 Informs the clinical site (via PMP – the Placement Management Partnership) in
writing/ email of dates of PAL clinical visits approximately 6 weeks in advance.
 Allocates PAL clinical visits to 1st year and final year students at least 2 weeks prior
to the start of the practice placement
20



Provides 1st year and final year students with guidance and information for the
organisation of the PAL clinical visit (including learning outcomes, roles and
responsibilities etc)
Oversees the PAL clinical visits process and ‘trouble-shoots’ as required
Collects and evaluates student and practice staff feedback to monitor the efficacy of
this PAL clinical experience
The 1st year student:
 Informs the final year student if they are unable to attend the PAL Clinical visit in
good time
 Makes contact prior to the final year student going on placement (1st year BSc
student has prime responsibility for establishing contact for PAL clinical 2)
 BSc students only:
o Initiates discussion with the final year student on an appropriate topic from
the practice experience in anticipation of their PAL presentation
o Maintains patient confidentiality and dignity in note-taking in preparation for
their PAL presentation
o Following PAL Clinical 1 delivers a presentation
o Is familiar with and plans for the reflective formative assessment before
undertaking the 2nd PAL clinical visit i.e. document a SWOT. Receives
formative feedback from personal tutor
 MSc students only:
o Is familiar with and plans for reflective formative assessment before
undertaking the PAL visit. Receives formative feedback from personal tutor
The Final year student:
 The final year student is accountable to the Practice Educator in ensuring the safety
of all persons involved with the clinical observation i.e. 1st year student, patients/
service users
 If the placement cannot take place as planned, the final year student is responsible
for contacting the Practice Educator and the 1st year student to organise an
alternative observation
 Communicates effectively with the 1st year student (final year student has prime
responsibility for establishing contact for PAL Clinical 1 BSc and PAL Clinical MSc)
 Plans for the visit by the 1st year student. This includes selection of appropriate
patients/ service users for the 1st year student to observe (demonstrating clear
clinical reasoning for the selection to their Practice Educator) and liaison with
relevant patients/ carers/ multi-disciplinary team members
 Communicates effectively with the Practice Educator in planning the visit by the 1st
year student (this should start on day 1 of the placement)
 Completes a local risk assessment prior to the PAL clinical visits and gives it to the
Practice Educator
 Ensures on-going informed patient consent prior to and during the visit (may include
discussion with family/ carers/ relevant health care workers)
 Guides the 1st year student during the visit regarding local health and safety issues
(which may include a risk assessment), infection control, use of any equipment etc
 Supervises the 1st year student during any interactions with patients
 The final year student can refuse to proceed with the clinical experience if the 1st
year student is unprofessional in any way
21



Provides feedback to the 1st year student of their conduct during the visit
Facilitates a discussion with the 1st year student to develop an outline for the PAL
presentation required by the 1st year student following PAL clinical 1 (BSc)
Responds to the discussion initiated by the 1st year student on an appropriate topic
for the reflective formative assessment following PAL clinical 2 (BSc) or MSc PAL
The Practice Educator:
 Is aware of upcoming visit (notified by the university Practice Education Team, PMP
or by the local practice liaison)
 Provides feedback to the final year student following the PAL visit via the Level 6
common assessment form
 Informs the students if they are not performing responsibilities appropriately
 Discontinues the visit if either student is unprofessional in any way and informs the
university Practice Education Team by email or telephone
 Postpones the 1st year visit if the final year student is not present (i.e. off sick) or if
the final year student has not adequately prepared for the visit (i.e. not gaining
patient consent) and informs the Practice Education Team
 Informs the Practice Education Team if the final year student is not suitable to have
a 1st year visit (e.g. the final year student is failing the placement) as soon as
unsuitability is identified
22
Process for PAL Clinical Visits
Procedures – Prior to start of practice placement
Person responsible
1. 1st and final year students paired with each other and
informed of dates and practice sites for PAL clinical visit
2. Practice site informed in writing/ email of PAL clinical visits
dates approx. Ideally 6 weeks prior to the planned visit
(except in circumstances of short-term changes to
placements)
3. 1st year and final year students given guidance and
information for the organisation of the PAL clinical visit
(including learning outcomes, roles and responsibilities,
uniform etc)
4. 1st and final year students to establish communication with
each other
Practice Education
Team
Practice Education
Team
5. 1st year student to plan for PAL clinical visit (travel, uniform,
etc) with full awareness of the aims and objectives of the
clinical visits
6. Practice Educator made aware of dates of PAL clinical visit in
upcoming student supervision
Procedures – Start of practice placement
7. PAL clinical visit discussed with Practice Educator (this
should start on day 1 of the placement)
8. PAL clinical visit planned (including patient selection, risk
assessment and informed patient consent) and agreed
with Practice Educator
9. Planned visit communicated to 1st year student
10. Planned visit confirmed and agreed with Final year student
Practice placement coordinator/ senior
lecturer
Final year student
initiates PAL Clinical 1
(BSc and MSc).
1st year student initiates
PAL Clinical 2 (BSc)
1st year student
Practice Education
Team
Final year student
Final year student
Final year student (see
point 4)
1st year student (see
point 4)
Procedures during PAL practice visit
11. Initial introduction to the practice environment by the final
year student to the 1st year to include: daily routine of the
working environment, any key issues related to the clinical
setting
12. The final year reminds the 1st year student of fundamental
standards of professionalism e.g. courtesy, appearance,
manner, confidentiality, punctuality, time-keeping, respect
and dignity of colleagues and patients, adaptability
13. The final year student guides the 1st year student with
regards to health and safety issues (which can include a risk
assessment, equipment and manual handling if appropriate)
and infection control
14. The final year will have sought permission from patients prior
to the visit and before introducing the 1st year student. The
final year student should remind the 1st year student to
maintain confidentiality and dignity of the patient at all times
15. After the initial introduction, the final year student is to
perform their usual assessments and/ or treatments with the
1st year student observing them
Final year student
Final year student
Final year student
Final year student
Final year student
23
16. The 1st year student is able to interact with the patients
verbally or have minimal manual contact e.g. auscultation,
feeling chest expansion or passive movement of a limb. The
1st year student is not allowed to participate in the transfer of
patients without the approval and supervision of the Practice
Educator
Final and 1st year
students
Intended Learning Outcomes (ILOs) related to the PAL clinical experience
For 1st year student:
1. Familiarises themselves with the daily routine of the working environment and key
issues relating to the particular clinical setting they enter
2. Recognises the importance of infection control in the clinical environment and up-todate manual handling skills
3. Demonstrates respect for the dignity and confidentiality of patients at all times during
and after the PAL clinical visits
4. Applies fundamental standards of professionalism e.g. courtesy, appearance and
manner
5. Initiates professional communication towards the patients, the final year student and
any health care professionals the student meets during their practice visit
6. Records key relevant information relating to the clinical observation including
informed consent and confidentiality
7. Demonstrates knowledge of the codes of professional conduct from both the CSP
and HCPC
8. Is familiar with the subjective and objective patient assessment processes
9. Introduces themselves to goal setting, treatment and progression of treatment
10. Introduces themselves to physiotherapy note-writing, including abbreviations
11. Recognises the importance of key medical investigations relative to particular
placements e.g. ABGs, x-rays, scans, and the relevance of correct interpretation for
treatment planning
12. Reflects on their experience and performance during practice visits. Documents their
reflections
13. Undertakes basic literature searches, relevant to their practice visits to supply
evidence to support critical thinking and reflection
14. Reflects on what is required of the student in the clinical setting and consider
strategies to address those requirements
For final year student related to PAL Clinical visit (taken from level 6 common
assessment form)
1. Demonstrates sensitivity to the needs of the patient taking into account physical,
psychosocial and cultural needs e.g. while seeking on-going informed consent for
the PAL clinical visit
2. Maintains appropriate relationships within a team in organising a visit by the 1st year
student
3. Communicates in a professional manner with patients/ service users, relatives,
carers and colleagues
4. Demonstrates self-management of workload (appropriate to the practice
environment), responding to varying circumstances in a professional manner
5. Demonstrates autonomy, accountability and knowledge of own professional and
personal scope of practice whilst acknowledging cross professional boundaries
24
References:
CSP (2011) Code of Professional values and Behaviour
http://www.csp.org.uk/professional-union/professionalism/csp-expectationsmembers/code-professional-values-behaviour
HPC (2008) Standards of Conduct, Performance and Ethics
http://www.hpcuk.org/aboutregistration/standards/standardsofconductperformanceandethics/
25
Practice Education Module Descriptors
Year 2 BSc (Hons) Physiotherapy Practice Module
DATE OF VALIDATION: April 2013
DATE OF REVISION:
MODULE CODE
TITLE:
N/A
PT2015
LEVEL
5
CREDITS
15
CREDITS
0
Practice Placements 1, 2 and 3
Year 1 MSc Physiotherapy (pre-registration) Practice Module
DATE OF VALIDATION: October 2012
DATE OF REVISION:
April 2017
MODULE CODE
TITLE:
LEVEL
4 &5
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, common to all Physiotherapy
programmes in London and the South East of England, is used (see e-Appendix 3).
Students are assessed by their Practice Educator/s and supported by the Visiting / Link
(academic) Tutor.
LEVEL 4
All students must complete a 5 week placement (PP1) assessed at Level 4. This is the
first placement in BSc Year 2 and the first in MSc Year 1. This practice experience
allows the student to develop skills which are assessed using PASS/FAIL criteria at
Level 4.
LEVEL 5
Two placements – PP2 and PP3 – provide the student 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-
26
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:
BSc (Hons) Physiotherapy
All Level 4 modules. This includes the 5 week placement (PP1) which takes place in
Year 2 and is assessed using PASS/FAIL criteria at level 4 using the common
assessment form (see e-Appendix 3 http://www.healthcare.ac.uk/courses/rehabilitationsciences/information-for-pre-registration-physiotherapy-practice-educators/ ) and does
not contribute to the overall weighting of the module mark.
Preparation for practice includes manual handling training and safeguarding.
MSc Physiotherapy
Essentials of Physiotherapy.
Preparation for practice includes manual handling training and safeguarding.
CO-REQUISITES:
BSc (Hons) Physiotherapy
Concurrent attendance in other first year modules.
MSc Physiotherapy
Concurrent attendance in other first year modules:
 Management of Musculoskeletal Movement Dysfunction (30)
 Management of Cardio-respiratory Dysfunction (15)
 Neurological Rehabilitation (15)
 Evaluation of reflection in rehabilitation (15)
 Psychology for Exercise and Health (15
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:
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
27
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, 2011; HCPC, 2008).
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 on-going effectiveness of planned activity,
recognising the need to modify management in conjunction with
patients/clients or carers.
13. Ensure the patient/client is central in the management of their health
and well-being.
Clinical Reasoning domain (35% of PP assessment)
14. Demonstrate an awareness of a holistic process of enquiry by
undertaking physiotherapy assessment strategies which are
appropriate for the patient.
15. Recognise and interpret clinical features to formulate a problem list
using the findings from the patient assessment.
16. Set SMART goals with patients/clients and/or carers as appropriate.
17. Plan individualised treatment/management programmes considering
available resources.
18. Select and interpret appropriate measures to evaluate the outcome
28
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 Levels 4 and 5 placements. The Practice Educator and student will
negotiate a learning contract to maximise learning in each environment. The University
Practice Education Team 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 service uses of all ages, including care of the older person,
in both acute and community settings and where possible in areas that reflect learning
gained in the respiratory/cardiorespiratory, neurological and musculoskeletal modules.
Student experience in the clinical practice environment is not seen as stand-alone.
BSc (Hons) Physiotherapy
Clinical reasoning and theory to practice links are developed by the experience on
placement and through further reflection in the associated module ‘Integrating Clinical
Concepts’ which is assessed by a reflective practice portfolio.
MSc Physiotherapy
Clinical reasoning and theory to practice links are developed by the experience on
placement and through reflection. Students are encouraged to seek formative feedback
on reflective writing skills after PP3 in anticipation and preparation for an associated
module in Year 2 ‘Professional Development in Rehabilitation’. This module is assessed
by a reflective practice portfolio.
LEARNING AND TEACHING STRATEGIES:
The practice working week comprises 32 hours per week.
Practice placement 1 include prepractice 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-practice week (PP1) all students attend a series of further lectures
in preparation for PPs 2 and 3.
Tutorials in the BSc Integrating Clinical Concepts (ICC) module relate to clinical practice
and are included in the BSc overall hours.
29
It is anticipated that students will undertake self-directed private study as further
preparation.
Practice placement 2 preparation lecture
2 hours
Practice placement 3 preparation lecture
2 hours
ICC tutorials (BSc)
15 hours
Private self-directed study
Unknown
Total Hours:
Approx. 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
Weighting
Assesses Learning Outcomes
Assessor
Practice Placement 1
PASS/FAIL
ALL
Practice Educator
Summative 2
Type of assessment
Weighting
Assesses Learning Outcomes
Assessor
Practice Placement 2
50%
ALL
Practice Educator
Summative 3
Type of assessment
Weighting
Assesses Learning Outcomes
Assessor
Practice Placement 3
50%
ALL
Practice Educator
BSc (Hons) Physiotherapy
A final average mark from practice placement assessments at Level 5 will determine the
total practice module mark.
MSc Physiotherapy
There is no overall mark for this module; the module outcome is pass/ fail.
The practice 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
30
Throughout the programme, the practice placements are structured such that they are
progressive in nature (academic levels 4, 5 and 6). The universities within the
Placement Management Partnership (PMP) have agreed these levels and each
designated level reflects the performance standard and not the year of study. The levels
of placement assessment reflect the levels of achievable outcome in relation to the
development of the extent of the student’s learning.
The practice placements are assessed by the Practice Educator who will be HCPC
registered, in most cases a Physiotherapist. The Practice Educator may, at times, wish
to delegate their supervision of the student to another, suitably registered professional
(e.g Occupational Therapist), in order to maximise the learning opportunities afforded to
the student. Whoever has responsibility for assessing the student must be familiar with
the common assessment form.
All placements must be passed independently for successful completion of Year 2 BSc
and Year 1 MSc.
Achieving a pass:
It IS a requirement that the PP1 (Level 4) 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
each provider’s page on the Placement Management Partnership system.
See e-Appendix 6.
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
HPC (2008) Standards of Conduct, Performance and Ethics
http://www.hpcuk.org/aboutregistration/standards/standardsofconductperformanceandethics/
31
Practice Education Online Resources at
http://www.healthcare.ac.uk/schools/rehabilitation-sciences/practice-resources/
Module Evaluation
The module will be routinely evaluated by the students at the end of their practice
placement experience.
MODULE LEADER AND KEY TEACHING STAFF CONTRIBUTING TO THE
MODULE:
Mary Jane Cole and Alison Jones
32
Year 3 BSc (Hons) Physiotherapy Practice Module
DATE OF VALIDATION: April 2008
DATE OF REVISION:
MODULE CODE
April 2013
PT3015
LEVEL
6
CREDITS
30
6
CREDITS
0
TITLE: Practice Placements 4, 5 and 6
Year 2 MSc Physiotherapy Practice Module
DATE OF VALIDATION: October 2012
DATE OF REVISION:
MODULE CODE
April 2017
LEVEL
TITLE: Practice Placements 4, 5 and 6
MODULE SUMMARY:
The practice education element is a key academic learning process of the course. It
facilitates transitional learning and ensures that all students practice physiotherapy
safely and competently. All students must pass all practice placements independently to
progress on this module. The assessment form – common to all Physiotherapy
programmes in London and the South East of England – Level 6 is used. Students are
assessed by a Practice Educator/s and supported by the Link tutor.
LEVEL 6
There are three five-week practice placements in this module. Students have the
opportunity to develop their ability to practise effectively and independently further
within the clinical setting. Students will still require guidance as they develop the
specialised skills required for certain areas of clinical 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) or 2nd
Year MSc student taking the responsibility for a first year student during their PAL
clinical visits. Students are being prepared to take up the role of an independent,
reflective and autonomous practitioner.
PRE-REQUISITES:
BSc (Hons) Physiotherapy
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.
MSc Physiotherapy
Successful completion of MSc Physiotherapy Year 1 Practice Module is expected prior
to the first Level 6 placement.
33
Completion of manual handling training.
CO-REQUISITES:
BSc (Hons) Physiotherapy
Participation in all concurrent 3rd year modules.
MSc Physiotherapy
Research Project: 60 credits
Physiotherapy practice in context: 30 credits
Interprofessional debate/ management: 15 credits
Professional development in rehabilitation: 15 credits
Self-Management in people with long term and neurological conditions: 15 credits
KEY SKILLS:
Communication
Problem Solving
Information and Communication Technology
Improving own Learning and Performance
Application of Numbers
Working with Others
AIMS:
The aims of this module are to:
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 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, 2011; HCPC,
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.
34
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 crossprofessional boundaries.
Treatment / Management domain (30% of PP assessment)
11. Apply appropriate assessment and treatment strategies, safely and
effectively.
12. Monitor and review the on-going 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 wellbeing, ensuring they are central to the delivery of care.
Clinical reasoning domain (40% of PP assessment)
14. Justify appropriate physiotherapy assessment strategies to complete a
logical and holistic process of enquiry.
15. Interpret findings from assessment in order to identify the individual’s
strengths and problems as well as a physiotherapy diagnosis.
16. Set SMART goals with patients/clients and/or carers as appropriate.
17. Develop specific and effective treatment plans with patients/clients
and/or carers as appropriate.
18. Select appropriate measures to evaluate the outcome of physiotherapy
interventions.
19. Demonstrate evidence of clinical reasoning throughout documentation.
INDICATIVE CURRICULUM CONTENT:
The experience gained in each placement is determined by the setting and the
patients/clients/service users receiving treatment. It is also influenced by the student’s
level of knowledge, interest and experience and by the organisation and management
needs of the placement. However, the experience is measured against the outcomes
for the Level 6 placements. Practice Educators and students will negotiate a learning
contract to maximise learning in each environment. The university Practice Education
Team 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, including care of the older person, in both
acute and community settings and wherever possible in areas that reflect learning
gained in include the respiratory/cardiorespiratory, neurological and, musculoskeletal
modules.
Student experience in the clinical practice environment is not seen as stand-alone.
35
There is an opportunity for final year students to demonstrate their skills in
professionalism and management by facilitating the PAL clinical visits with the 1 st year
students. Additionally this allows the final year student to reflect on their achievements,
recognise their own level of skill and encourage learning in others.
There is no ‘elective’ placement however students can express a preference for a
specialist area or placement provider for their last placement (PP6), however this
entirely depends on whether the Practice Education Team consider this a viable option
in terms of a student’s placement profile and the suitability and appropriateness of the
‘optional’ placement
BSc (Hons) Physiotherapy
Clinical reasoning and theory to practice links are developed by the experience on
placement and through further reflection in the associated module ‘Critical reflection and
reasoning’ which is assessed by a reflective practice portfolio.
MSc Physiotherapy
Clinical reasoning and theory to practice links are developed by the experience on
placement and through further reflection via an associated module in Year 2
‘Professional Development in Rehabilitation’. This module is assessed by a reflective
practice portfolio..
LEARNING AND TEACHING STRATEGIES:
The clinical working week comprises of 32 hours per week.
Practice placement 4
Practice placement 5
Practice placement 6
5 weeks
5 weeks
5 weeks
Total Hours: 15 x 32
480
ASSESSMENT STRATEGY:
Assessment(s)
Practice placements 4, 5 and 6:
Level 6 assessment form
Learning
Assessed
All
Outcomes Weighting %
1/3 each
Throughout the programme, the practice placements are structured such that they are
progressive in nature (levels 4, 5 and 6). The universities using the common
assessment form have agreed these levels; each designated level reflects the
performance standard and not the year of study. The levels of placement assessment
reflect the levels of achievable outcome in relation to the development of the extent of
the student’s learning.
The practice placements are assessed by the Practice Educator who will be HCPC
registered or registered with another recognised Health Care Professional Body. A final
average mark from practice placement assessments at Level 6 will determine the final
practice module mark. Practice placements 4, 5 and 6 must be passed independently
for successful completion of this module.
Each assessment is weighted as follows:
1. Interpersonal Skills
20%
2. Professionalism
10%
36
3. Treatment & Management
4. Clinical Reasoning
30%
40%
Achieving a pass:
It IS a requirement that each clinical 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 Educators directly or via practice placement information sheets available on
each provider’s page on the Placement Management Partnership system.
See e-Appendix 6.
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
HPC (2008) Standards of Conduct, Performance and Ethics
http://www.hpcuk.org/aboutregistration/standards/standardsofconductperformanceandethics/
Practice Education Online Resources at
http://www.healthcare.ac.uk/schools/rehabilitation-sciences/practice-resources/
MODULE EVALUATION
The module will be routinely evaluated by the students at the end of their practice
placement experience.
MODULE LEADER AND KEY TEACHING STAFF CONTRIBUTING TO THE
MODULE:
Mary Jane Cole and Alison Jones
37
Roles and Responsibilities
Role of the Practice Educator (PE)
 For each placement, each student is assigned a named Practice Educator/s who is
normally an HCPC registered Physiotherapist. The Practice Educator may, at times,
wish to delegate their supervision of the student to another, suitably registered
professional, in order to maximise the learning opportunities afforded to the student..
It is possible that the named PE may be another HCPC registered professional e.g.
Occupational Therapist
 The Practice Educator together with the student will discuss expectations of the
placement, supervise the student and negotiate the learning opportunities necessary
to meet required learning outcomes. Other clinicians in the practice setting will also
be encouraged to support the Practice Educator in this supervision
 The Practice Educator is responsible for assessing the student’s competence and
will consult with others who have been involved with the student in different settings,
where appropriate
 A key element of the role is to provide the student with regular feedback about
progress and to support the development of action plans and learning contracts to
assist the achievement of learning outcomes and identification of learning
opportunities. A halfway feedback session between the student and their Practice
Educator is required for all placements
 The Practice Educator is a critical facilitator of the learning experience on placement,
achieving this through placement planning, effective communication, supervision and
feedback to the student
 Progress is also discussed with the Link tutor. During this visit progress is discussed
together with the Practice Educator and Link Tutor and learning outcomes for the
remainder of the clinical placement can be agreed
 The Practice Educator is required to complete assessment documentation. This
enables the mutual validation of evidence to support the acquisition of specific skills
and appropriate level of competence. See e-Appendix 3 for assessment criteria
http://www.healthcare.ac.uk/courses/rehabilitation-sciences/information-for-preregistration-physiotherapy-practice-educators/
 The Practice Educator is invited to undertake a regular update by attending Practice
Education Study days at the School of Rehabilitation Sciences.
In preparation for the placement the Practice Educator should:
 Ensure the placement information on PMP’s website is up-to-date. See e-Appendix
6:http://www.healthcare.ac.uk/courses/rehabilitation-sciences/information-for-preregistration-physiotherapy-practice-educators/
 Where relevant, ensure the student has a SMART card for e-record keeping.
 Be aware of the student’s expected level of knowledge and skills and match
expectations accordingly (click for the skills taught in university prior to placements)
 Prepare an appropriate timetable for the student, scheduling time for feedback,
preparation and reflection.
During the first week the Practice Educator should:
 Facilitate the student’s integration into the department
 Provide the student with the most direct contact details so the student can arrange
the midway visit by the Link tutor
38













Discuss and agree working hours
Inducting the student to the departmental health and safety policy to specific patient
groups/ conditions (e.g. infection control, moving and handling, hazard control and
risk management). The Practice Educator must highlight high risk areas.
Clarify expectations e.g. when formal feedback will be given, caseload,
responsibilities and accountability
Discuss a learning agreement with the student, negotiating personal objectives
Facilitate learning. This may include the organising of appropriate tutorial sessions
Provide a range of experiential learning opportunities that respect the rights and
needs of patients or clients or colleagues
Provide appropriate regular scheduled feedback
Take responsibility for the day to day management of the placement
Be available to the student and provide advice as appropriate
Find time to meet the Link Tutor around midway in the placement
Contact the Link Tutor if there any questions or concerns regarding the student
If the student is at risk of failing, inform the Link tutor as the earliest point in the
placement and complete the Danger of Failure Form (e-Appendix 4
http://www.healthcare.ac.uk/courses/rehabilitation-sciences/information-for-preregistration-physiotherapy-practice-educators/)
Undertake assessment of the student
On the final day of the practice placement the Practice Educator should keep a
photocopy of the completed assessment form and return the completed
paperwork to the student.
Reference:
Cross, V., Moore, A., Morris, J., Caladine, L., Hilton, R and H. Bristow. (2006) The
practice-based educator. A reflective tool for CPD and accreditation
Role of the Student
Prior to the placement the student should:
 Be aware of all course assessment requirements and regulations relating to the
clinical practice components of the course
 Have completed information governance via http://www.eiceresources.org/ and
provided evidence of completion to Practice Education Team administrator. This is
an annual requirement for students prior to placements. Students should bring their
certificate of information governance to each placement
 Access information about the practice placement at the earliest opportunity e.g. for
recommended reading for the specialist area. This information should be available
via the Placement Management Partnership (PMP) (see e-Appendix 6
http://www.healthcare.ac.uk/courses/rehabilitation-sciences/information-for-preregistration-physiotherapy-practice-educators/ ) or from the clinical educator/ contact
named on the allocation email
 Review learning outcomes for each practice placement, identify learning needs and
setting personal objectives related to the placement and in development of the
portfolio
 Do a SWOT analysis
 Make contact with the practice area and Practice Educator at the earliest
convenience prior to the start of the placement to establish if any additional pre-
39





placement preparation is required e.g. SMART card requirement (this is necessary
for record keeping on some placements)
Have the contact details of the Link Tutor prior to each placement
Update and refresh knowledge/ skills prior to each placement; placement
information may include recommended reading
Collect appropriate paperwork e.g. assessment form
Prior to the placement the student may wish to disclose any disability or specific
learning need to their Practice Educator. Please note that students are encouraged
to disclose; the university is unable to do this without permission from the student. In
most circumstances this is advisable so that the educator can tailor support
accordingly
Seek formal permission from the School initially and then approval from the
placement for any time away from placement or adjustment of placement hours for
other commitments (eg: caring commitments, learning support, work). Permission
must be sought as soon as possible/ ideally six weeks prior to the start of
placement. Please see Student Absence for more details
During the placement the student should:
 Maintain professional behaviour and confidentiality at all times
 Ensure a time is arranged at the beginning of the placement to discuss expectations,
identify learning needs and review learning outcomes with their Practice Educator
 Identify their strengths and limitations and share these with their educator at the
beginning of the placement
 If the student discloses a disability, the student must discuss any specific learning
needs or requirements with their educator
 Take responsibility for their own learning and proactively seek learning opportunities
 Ensure that dates are established for completion of the practice placement
assessment form at midway and end of placement
 Inform the Practice Educator of the name and contact details of the Link Tutor
 Liaise with their Link Tutor within the first week of placement to arrange the mid-way
visit. Provide contact number for themselves and their named educator
 Take responsibility for completing their clinical portfolio (as required in relation to any
accompanying relevant assignment) and meeting their learning needs. Time during
the placement may be available for this and should be negotiated with their
educator
 Be aware of all departmental policies and procedures including accident and
incident reports, manual handling, health and safety policies etc. Students must
ensure that their educator has informed them of any local policies
 Contact their educator and clinical practice area ASAP if they are going to arrive late
 Contact both the School and the clinical practice area (before 8.30 am) ifunwell .
The course requires any absence from placement to be recorded on the placement
assessment form and a medical certificate to be produced if the student is unable to
attend placement for more than 7 days (including weekends).
 Inform the School about any absences in addition to sickness (see ‘prior’ to
placement)
 Contact the Link Tutor if problems arise on clinical placement at the earliest
opportunity
 Complete online evaluation (via PMP) towards the end of each placement. The PMP
prompts the student to do this via an email
40

Prior to leaving the placement ensure the assessment form is completed with
relevant signatures from the Practice Educator Be aware of the European Working
Time Directive in relation to placement hours and any paid work which they are is
undertaking. Students should not exceed the EWTD and should meet with the
practice education team to discuss this if they are concerned. For further guidance
please see: www.gov.uk/maximum-weekly-working-hours/overview
After the placement:
 It is the responsibility of the student to return the placement assessment form to
the Programme Office within one week of the completion of the placement. The
assessment form should include completed learning objectives, a post placement
reflection of achievement and final SWOT
41
Role of the Link Tutor
The purpose of the Link Tutor is to support both the student and their educator/s
during the placement. The Link Tutor may be a physiotherapy academic staff member
of the School of Rehabilitation Sciences or the student’s personal tutor or a suitably
qualified non-academic Physiotherapist.












In the first year of placements students and their educator receive a visit around
the half way point in the placement
In the final year of placements support to the student and his/ her educator/s will
be by telephone, again around the half way point.
However in the final year of placements a physical visit will be made if either
student and/ or educator requests, where the placement is new to the University
or as required
Approximately one week before placement the Link Tutor is informed which
students they are supporting
He/she will inform the student of their availability to visit by the end of the first
week of placement
Requests the student/s liaise with their educator – the student confirms a
mutually agreed time and venue for the midway visit
Maintains contact with student/s (and Practice Educators as necessary) to
support both with practice-based-learning
Visits the practice site during placement around the midpoint of the placement to
meet with the student and their educator
Follow the procedure for the Midway visit
Distribute ‘practice’ newsletters to the placement site/ educator (as prompted by
Practice Education Team). Newsletters serve to inform placements about
relevant university based matters e.g. Practice Educator study days, placement
shortfalls, post-graduate and CPPD opportunities
The Link Tutor acts as a moderator (see Midway visit)
Document all interactions with students and Practice Educators, including an
impression of the placement with regards to level of support and standards.
Reports are submitted – in paper or e-format – to the Practice Education
Programme Administrator. See e-Appendix 7
http://www.healthcare.ac.uk/courses/rehabilitation-sciences/information-for-preregistration-physiotherapy-practice-educators/
Role of the Practice Placement Co-ordinator







Promote quality patient centred practice based learning
Develop, organise, implement, monitor and evaluate the practice education
programmes (BSc and MSc)
Implement educational programmes for Practice Educators
Be a resource for all parties involved in practice based learning within the Faculty
and beyond
Liaise with other London HEIs to coordinate PMP placements
Liaise with Placement Management Partnership
Engage with placement providers via termly Practice Education Liaison
Meetings, London Physiotherapy Mangers Forums, London Regional Network
Meetings
42

Facilitate practice based learning with Link Tutors, students and Practice
Educators as required
Assessment
Practice Placement Assessment Form See e-Appendix 3
http://www.healthcare.ac.uk/courses/rehabilitation-sciences/information-for-preregistration-physiotherapy-practice-educators/ )
There are 3 different levels of assessment (academic Levels 4, 5 and 6). The Link tutor
or practice placement co-ordinator can give further guidance if required.
The assessment of the student’s performance is divided into two parts.
Part One
This part carries no marks but the student’s performance in these areas must be
satisfactory in order to pass the placement. This part overrides Part 2 of the
assessment form if any objective is failed at any point in the placement.
In a situation where there is concern relating to safety or professional behaviour a
written warning must be completed and must be signed by both student and
Practice Educator. A written warning does not constitute failure.
Practice Educators must ensure that the relevant boxes are ticked, signed and dated to
indicate pass or fail for each objective in Part 1.
Part Two
This contains four areas of practice each of which contributes to the overall grade:




Interpersonal Skills
Professionalism
Treatment/Management
Clinical Reasoning
The stated learning outcomes indicate what the student should have achieved by the
end of the placement (if a particular learning outcome is not applicable it should
be recorded as such, signed by the Practice Educator and disregarded when
marking that section).
The final grade for the placement is calculated by the University using the marks from
Part 2. The four sections are weighted differently at different assessment levels as
follows:
Interpersonal Skills
Professionalism
Treatment/Management
Clinical Reasoning
Level 4 and Level 5
20%
10%
35%
35%
Level 6
20%
10%
30%
40%
43
Student Supervision
Students must be under the supervision and within reasonable contact of a
Practice Educator at all times to comply with the conditions of indemnity. Students in
their final year should require less direct supervision than students in earlier years as
they should be developing clinical competence and confidence as they approach the
end of the course.
It is a mandatory requirement that after the student has completed the assessment of a
patient/ client/ service user, the proposed patient/ client/ service user management
procedures, or any changes to existing patient interventions, are discussed with a
Physiotherapist prior to implementing the procedures, to comply with the conditions of
indemnity.
Students should always know where their Practice Educator or appointed deputy can be
located during clinical time. Procedures for contact, should the need arise, such as
phone or bleep, should be known.
If the student is under the supervision of an appointed deputy to a named Practice
Educator, that person must be suitably experienced.
If the Practice Educator has to leave the work area and an appointed deputy is not
available, then the student stops treating patients/clients but may continue with relevant
learning activities such as reading patient notes, books, papers etc. Alternatively, the
student leaves the area and continues learning activities in another agreed location.
Learning Contract
Each clinical practice placement assessment form includes a learning contract which
is designed to support learning in the practice setting.
The purpose of the contract is to provide a structured learning environment and to
encourage students to take responsibility for their learning. During the contracting
process students will develop negotiating skills and improve communication,
organizational and time management skills.
Students are encouraged to address a learning outcome from each of the four areas of
practice (interpersonal skills, professionalism, treatment/management, clinical
reasoning) and relate them to their current placement.
Correct use of the learning contract and the placement assessment form enables the
student to benefit maximally from the time spent in the clinical setting.
Guidelines for completion of the Learning Contract
The student completes the needs identified box (akin to a SWOT analysis) by reflecting
upon their strengths and weaknesses. Areas for development and improvement or any
areas of special interest can be identified prior to the start of the placement.

Following discussion, the student and Practice Educator discuss the resources
available on the placement. Via negotiation the student and educator identify the
44





learning outcomes for that placement based on the learning outcomes in each
section of the clinical placement assessment form
The planned learning outcomes are written in the appropriate boxes as well as the
methods by which students and staff will recognise when learning has been
achieved
The agreement is reviewed at the halfway point of the placement and normally
coincides with the halfway assessment. Learning outcomes achieved are
recognised, any problems encountered are discussed and if required, remedial
measures are determined for implementation during the second half of the
placement
The agreement is further reviewed at the end of the placement and any problems
encountered are discussed as necessary. Students should ensure they complete the
reflection on achievement of learning outcomes. Any areas that need to be
addressed in subsequent placements are identified
The student documents a further short SWOT in anticipation of subsequent
placements
The role of completing the learning contract is generally the responsibility of the
student and will be monitored by the Practice Educator
The Midway Assessment
This is a key element of the clinical assessment form. Any challenges that may have
arisen during the first half of the placement are identified and appropriate remedial
action is determined for implementation during the second half of the placement. The
problem and action must be documented on the midway assessment so that it is clear
to the student and the Practice Educator what steps are to be taken so that the student
has every chance of successfully completing the placement. This enables students to
utilise their time in each placement effectively and efficiently.
Guidelines for completion of the Midway Assessment
The students are assessed against the learning outcomes for the four areas of practice,
interpersonal skills, professionalism, treatment and management and clinical reasoning.
Grading the individual learning outcomes by underlining/ highlighting the appropriate
descriptors gives a clear indication to the student and the educator the areas that must
be focused on to improve the student’s performance in the second half of the
placement.
In the comments box the educator can illustrate how the student was graded with
objective comments as appropriate. There should always be recommendations of
what the student needs to focus on to improve their performance.
If you have any questions or queries please do not hesitate to contact the Practice Coordinators or discuss the assessment form with the LinkTutor.
Midway Visit and Assessment Procedure
The role of the Link tutor is key to the process by which the University supports its
students and educators on the practice placement. The Link Tutor should plan support
to the student and educator around the mid-way point of the placement to coincide with
45
timing of the student’s half way assessment and provides the opportunity for discussion
and feedback which can be significant in the continuing student learning experience.
Students are routinely visited on all placements in the first year of placements. In the
final year of placements, a phone call to both student and educator is current practice.
Please note that where a visit does not take place there must always be
communication between the Link Tutor and the Practice Educator and with the student
to affirm that progress and outcomes are satisfactory. Wherever or whenever a visit is
deemed necessary by any party i.e. the University, the student or the Practice Educator,
this must be arranged, for example where a student is struggling or if a placement is
new to the university.
Practice education modules are moderated in the same way as others in the School of
Rehabilitation Sciences. It is recommended that this moderation take place during the
midway visit, led by the Link Tutor. A record of the visit is noted routinely and is placed
in the student’s file. This provides helpful information to refer to particularly when a
student is experiencing difficulties around performance and may be in danger of failing.
In addition, Link Tutors are prompted to comment generally on their impression of the
placement e.g. supportive; novice educators and serves to alert the Practice Education
Team if additional support is necessary.
Format of visit
During the physical midway visit the Link Tutor meets with the student and their
educator together in a suitable setting e.g. quiet room, away from interruption. A threeway discussion is preferred to ensure that there is a transparent process of dealing with
feedback and any potential conflict. The student should remind their educator of this
format. If a three-way discussion is not possible due to sickness, absence or an urgent
clinical issue then the Link Tutor must ensure that further communication is conducted
in a transparent way subsequent to the meeting (e.g. via email or telephone including
student and educator).
During the mid-way visit the Link Tutor enquires about the student’s performance. It is
expected that this will either be in light of the midway assessment marks, or if not yet
completed, a prediction of these marks. This discussion should also include how the
marks have been awarded.
The Link Tutor should use the Link Tutor proforma to document points from the
meeting.
During the midway visit or telephone discussion the following should be raised:
1. Outline of the purpose of the visit (including the benefits of the 3 way discussion
process)
2. The nature of the placement e.g. caseload
3. the amount and level of supervision
4. Nature and amount of feedback provided
5. The Link Tutor should enquire and be assured about the student’s ability to
practise safely
6. The assessment form and the student’s strengths and weaknesses in relation to
the documented learning outcomes. Ideally, and certainly with final year
46
students, the student should identify some of their strengths and weaknesses
themselves as this promotes the independent learner
7. The Practice Educator comments on expectations of the student and how these
have been met
8. Negotiation of how the student intends to demonstrate learning outcomes for the
remainder of the placement with examples of actions documented on the Link
Tutor report form. It is useful – particularly with more senior students – to
encourage them to ‘lead’ this discussion as it facilitates an opportunity for them
to determine their own learning needs (in preparation for future lifelong learning
processes)
9. A summary of the midway visit, outcomes and any agreed actions should be
clearly documented on the Link Tutor report form. Any subsequent
communications or actions are dated and documented on the same form
10. At the end of the meeting there should be clarity and agreement amongst all
around priorities, actions and expectations in terms of learning outcomes for the
remainder of the placement. All parties should agree and sign the Link Tutor
report form if possible
11. The Link Tutor emails a short summary of agreed actions to student and
educator
12. Following completion of the placement the Link Tutor forwards the form to the
practice education Programme Administrator within one week following the end
of the placement.
See placementproblems for further information.
47
Practice Portfolio
Students are encouraged to reflect on their learning, their competency and on clinical
and professional issues by developing a clinical practice based portfolio.
The CSP (2011) recommends that:
1) You should be looking to record your learning and the change it made to your
practice rather than the factual details of your experience.
2) Keeping your portfolio should be seen as part of your working life. It should be
integrated into your work, rather than an extension of it.
(CSP 2011)
The clinical portfolio has two main purposes:
(1) It is a record of the student’s clinical experiences during the course. It has the
potential to be an excellent resource for the student as new information is gathered
from the practice placement experience. It can act as a valuable resource for future
placements and in preparation for job applications. It introduces the student to the
concept of lifelong learning and the requirement for evidencing CPD for the
purposes of registration with the HCPC. Writing reflectively in a portfolio gives the
student the opportunity to identify what has been learned from ‘significant events’
and how their practice has or will change as a consequence. The student may wish
to share some personal reflections with their Practice Educator. Reflective accounts
can contribute positively to any of the placement learning outcomes e.g. inter
personal skills, clinical reasoning. The portfolio should reflect personal and
professional growth and development as the student progresses through their
placements.
Students are encouraged to use the CSP ePortfolio as a repository for evidence of
their CPD.
(2) There are clinically associated university based modules within both programmes.
These modules are designed to augment the clinical education experience, to enrich
integration of academic and clinical practice and to develop heightened skills of
reflection.
One of the requirements is that the students complete a record of selected manual
handling techniques whilst on practice placement. The student may request that you
observe them performing these techniques and sign to say that they are
independent. The student needs to complete a minimum of 40% of these manual
handling techniques during Year 2 (BSc), Year 1 (MSc) and another 40% during
Year3 (BSc), Year 2 (MSc).
a. BSc (Hons) Physiotherapy
The modules Integrating Clinical Concepts (Year 2) and Clinical Reflection and
Reasoning (Year 3) – see e-Appendix 1 - draw upon the student’s clinical
experiences gained in placements.
b. MSc Physiotherapy
The module Professional Development in Rehabilitation in Year 2 is assessed
via a clinical profile.
48
Involvement of the Practice Educator in the Student’s Clinical Portfolio
Students will require their educator to sign the Manual Handling Competency checklist.
The student is expected to compile other content required for the portfolio
independently. However there may be some tasks that the student is completing for
their module or personal portfolio – that the educator might like to integrate into the
experience he/she is providing for the student e.g. clinical reasoning forms, significant
incident reflective practice forms. Evidence from student documented reflections can
illustrate and support learning outcomes e.g. demonstrating clinical reasoning via an
annotated reference or significant incident. Students value feedback on their reflective
writing skills.
It is hoped that the Practice Educator will support the completion of the clinical portfolio
by allowing the student the equivalent of a half-day a month (approximately an hour a
week) to work on this activity. This reflects the CSP’s recommendation on the time
clinicians should spend in normal work hours on CPD.
References:
CSP. (2008). Keeping a Portfolio
CSP 2008. The CPD Process.
49
Placement Problems / Issues
If problems or issues arise during the placement, or as a consequence of the placement
experience it is important that the student receives support at an early stage rather than
waiting until their work has been affected.
The student may choose to talk things over with their Practice Educator in the first
instance. If concerns continue or the student does not wish to discuss concerns with
their educator the student should be encouraged to contact the Link tutor at the earliest
opportunity – the Link Tutor designated to visit the placement is the first person to
call upon for guidance. Additionally, there are support systems at the School of
Rehabilitation Sciences and a range of resources to support the practice educator are
available at http://www.healthcare.ac.uk/schools/rehabilitation-sciences/practiceresources/
An early meeting together with the Link Tutor is advised.
If problems persist on placement the student, Practice Educator and/ or Link Tutor may
choose to discuss these further with the University practice placement co-ordinator.
If a student is experiencing problems prior to the commencement of their placement
(e.g. sick family member, issues with child care etc) or has a general anxiety concerning
their forthcoming placement, the School of Rehabilitation Sciences encourages prior
disclosure of these problems to the placement co-ordinator who can inform the Practice
Educator and Link tutor as appropriate. However, information can only be disclosed if
the student has given their consent. If the School has not received the consent of a
student this information cannot be provided. Link Tutors may ask a student being visited
if they wish to disclose any issues that may have an impact on the placement
experience; again, it is the student’s choice to inform or otherwise. It should be noted
that a student may wish any disclosure to remain confidential between themselves and
the Link tutor.
The Failing Student
Occasionally a student may not be performing at an acceptable level and is not
progressing despite all support and opportunities provided. It is never an easy decision
to fail a student but sometimes this is both necessary and appropriate.
Failure may be in relation to the learning outcomes in Part 2 of the placement
assessment form.
On occasion it may be in relation to Learning Outcomes in Part 1 of the placement
assessment form i.e.



Safety (LO1)
Non-discriminatory practice (LO2)
Rules of Professional Conduct (LO3)
Please note that failure of any aspect of Part 1 of the assessment form overrides Part 2.
See below for specific guidance on safety on clinical placement.
The following process is to be followed:
50

If a student is at any risk of failing a practice placement, for whatever reason, it is the
responsibility of the Practice Educator to inform the Link Tutor at the earliest
opportunity. This allows collaborative discussions involving the student, Practice
Educator and Link tutor to focus on identifying the problems, action plan and
possible solutions

An academic member of the University Practice Education Team will respond to any
concerns raised by Practice Educators within one working day via email or
telephone

Once the University is informed extra support can be provided to the practice
placement, normally via the Link tutor. An action plan should be agreed between the
student, Practice Educator and the Link tutor – the ‘Danger of Failure’ form can be
used here (see e-Appendix 4) – within 3 working days, via email telephone or in
person. A visit can be organised within 5 working days to support the student and
Practice Educator if required or requested

If it is known that a student is at risk of failing the practice placement it should be
discussed with the student as soon as the risk is apparent. At this point the
Danger of Failure form must be completed. If the risk remains at midway
assessment this must be documented accordingly on the assessment form (signed
by both student and Practice Educator). Both completion of the Danger of Failure
form and the assessment form gives the student all opportunity to understand where
the problems lie and to act constructively on feedback. A copy of the Danger of
Failure form must be given to the student and the Link Tutor
Danger of Failure form
Indicators of poor performance and an action plan with objectives to be achieved
should be written. The report must be written as soon as possible following the
possibility of failure being apparent and must not be delayed until the halfway or final
assessment. It must be signed – or agreed via email – by all those involved in the
assessment of the student i.e. Practice Educator, Link Tutor and the student. The
action plan should identify the minimal acceptable standard for a student to pass the
clinical placement.
The action plan should illustrate to the student what steps are to be taken so
that he/ she has every chance of successfully completing the clinical
placement

Placements will not normally be terminated unless it is mutually agreed by
academic and practice staff that the student is unsafe to themselves, patients or
staff. This will constitute a failed placement and is recorded in Part 1 of the
assessment form. See below for guidance on safety
51
A failed placement

Students are permitted only ONE resit of ONE of the practice placements in any
ONE academic year.

Students are expected to gain experience on placement in areas of physiotherapy
that reflect cardio-respiratory, neurological, musculoskeletal, rehabilitation for older
people and in a range of settings including the community. A failed student will be
required to repeat the placement in the same speciality and in a similar setting to
that of the failed placement, wherever possible, and at a time to be determined by
the practice placement co-ordinator in consultation with the Course Director. This
may result in the student graduating later. Where a placement of the same speciality
is not available all efforts will be made to place the student in as close a related
placement as possible

A second failure of a placement in any ONE academic year (regardless of whether
this is a resit at one particular placement or a first attempt at a subsequent
placement, having failed an earlier placement) will normally result in the termination
of the student's registration on the BSc (Hons) Physiotherapy programme of study. If
a student feels that there are mitigating circumstances that have affected their
performance then they have a right to appeal and this process will be in accordance
with the SGUL General Regulations. This is subject to consideration of mitigation by
the Board of Examiners

Should the placement be failed more than once, a student’s registration is normally
terminated. If a student feels that there are mitigating circumstances that have
affected their performance then they have a right to appeal and this process will be
in accordance with the SGUL General Regulations
Safety on Placement
Prior to any practice placement the student will have been assessed for competency in
core manual handling techniques in the University setting. Lectures, tutorials and
practical sessions refer to additional safety related issues including self-positioning
when treating and safe use and application of equipment. Reference is made to ‘risk
assessment’ e.g. prior to manual handling, assessment and patient treatment and
intervention.
However the practice setting presents additional potential hazards with which students
may be unfamiliar. The Practice Educator must highlight high risk areas. With guidance
the student must apply reasonable knowledge of departmental health and safety policy
to specific patient groups/ conditions (e.g. infection control, moving and handling,
equipment, hazard control and risk management).
The University makes recommendations to reduce the risk of a student failing a
placement on grounds of unsafe practice:

During placement induction all students should be informed of local hospital and
physiotherapy policies or protocols on safe practice and given the opportunity to
52
clarify any misunderstandings (e.g. policies may differ across settings and
placement experiences)

Whereas the final year student is expected to be able to assess and treat patients
safely, the student on their first placement will require more supervision and
guidance with safety issues. Irrespective of the student’s level there should be clear
expectations by the Practice Educator of what is considered safe and unsafe
practice and the educator should ensure that the student understands these clearly

Examples of best and unsafe practice are helpful:
o Safe practice e.g. policy of 2 therapists in attendance when a patient first
practises stairs; carrying out standard checks on patients after electrotherapy
(Cross, V. 2001)
o Unsafe practice e.g. student alone in attendance when a patient first practises
stairs; not carrying out standard checks on patients after electrotherapy
(Cross, V. 2001)
When potential or actual unsafe practice has been noted, the student must be
advised accordingly. Where a patient, student or individual is unharmed this can be
viewed as a constructive learning experience. The student must understand and
appreciate the safety risk, its severity, reflect upon and learn from this and from
feedback from their Practice Educator and/ or others. Subsequently they should
demonstrate their ability to avoid repeating their ‘mistake’ and apply good practice.
There should be no need for any written warning.
Local trust safety documentation can also guide this process and can be a helpful
learning process for the student.
In some situations however a first ‘written’ warning may be required. There must be
documentation of this first warning on both the Danger of Failure form and the
assessment form (Part 1). The student needs to understand in a constructive way the
potential of their unsafe practice and what the outcome is if the same unsafe practice is
repeated i.e. a final warning or outright ‘fail’ if a serious breach of safety or harm has
taken place.
Should the student make the same mistake a second time despite verbal and written
feedback, this warrants a final written warning or, in the case of a serious breach of
safety, a fail.
If a student demonstrates unsafe practice in a further but unrelated incident, due
consideration must be made as to its relevance to the first incident recorded. A second
but unrelated incident should not necessarily warrant a final written warning. See point 2
in checklist below.
It must be noted that what justifies as unsafe practice can vary between specialities and
across different settings. Practice Educators must be confident that their student knows
the contraindications to treatments that would otherwise count as unsafe practice e.g.
nasal suction for a patient with a fractured skull; and the risks associated with working in
certain environments.
The Practice Educator has the final decision on what warrants safe or unsafe practice.
53
Documentation of forms should be succinct and explicit, highlighting incorrect practice.
Examples of practice that can warrant a ‘warning’ or ‘fail’:

Examples of warnings – in an outpatient musculoskeletal setting – may include:
o Not recognising and or able to ask the appropriate red flag or special
questions during a subjective (despite running through them beforehand)
o Not knowing the appropriate contraindications to ask prior to treatment e.g.
such as electrotherapy or mobilisations (despite running through them)
o Patient handling and positioning e.g. bed height/ risk of patient falling, poor/
inappropriate handling of limbs
o Harm coming to a patient after inappropriate moving and handling
o Using a piece of equipment that has not been shown to the student e.g. Laser
o Failing to comply with CSP standards in regards to notes, goal setting,
including patient/ carers in treatment plans, “documentation is either of poor
quality or absent”.
o Interpersonal skills e.g. lack of feedback to supervisor and continuing to not
check they are treating appropriately
o Unable to leave a student on their own to carry out a subjective and objective
(by the end of the placement)

Examples of warnings – in a ward setting – may include:
o Not putting correct footwear on patients
o Not looking at the observation charts prior to assessments
o Not re-attaching patients to oxygen without prompting
o Not being aware of precautions/contraindications to treatments
o Missing patients off a caseload list

Examples of what may warrant a fail in a ward setting may include:
o Any of the above repeated after a final written warning has been given
o Compromising a patient’s airway
o Using a piece of equipment that has not been shown to the student e.g. IPPB,
manual hyperinflation and any suctioning equipment without being shown or
without the clinical educator being present
o Harm coming to a patient after inappropriate moving and handling
o Unable to leave a student on their own
o A combination of different examples of safety issues happening throughout a
placement

Part 1 of the Placement Assessment Form identifies a ‘fail’ as:
o Failure to apply knowledge of departmental health & safety policy to specific
patient groups/conditions (e.g. infection control, moving and handling, hazard
control and risk management)
o Persistently fails to protect self or use protective equipment correctly
o Is unaware of or disregards the contraindications of treatment
o Persistently applies treatment techniques and handling skills in a way which
puts patient and/or self at risk
o Is unreliable in reporting and often fails to tell the educator about adverse
findings and/or patient complaints
o Persists in unsafe practice despite verbal instruction and/or warnings
54
It may be helpful to refer to a checklist to guide the Practice Educator with the process
for managing students who are in danger of failing due to unsafe practice.
Checklist
1. Is the student in danger of failing due to safety issues?


No – no specific action required
Yes
o Discuss and feedback to student
o Contact Link tutor to discuss support strategies and/ or arrange visit. Refer to
Danger of Failure form
o Meet with Link tutor – prior to mid-way visit if required. Action plan agreed
between Practice Educator, student and Link tutor
o Complete Danger of Failure form and distribute to relevant parties
o First written warning IF indicated and document on Part 1 of placement
assessment form
o Student must know outcome i.e. if repeats same incident will receive a written
warning or a final ‘written’ warning (if already received a documented
warning) or an outright ‘fail’ depending on significance of safety breach
o Discussion of risk assessment
o Practice Educator to monitor performance and feedback to student and Link
tutor
2. Does student demonstrate further unsafe practice?


No – no specific action required other than positive feedback to student on improved
performance
Yes – is this different to the first incident?
o If distinctly different the process is as above
o If this is a repeat of the first example of unsafe practice a final warning should
be given and documented on Part 1 of the assessment form
o Further discussion and review of action plan between practice educator,
student and Link tutor
o Discussion of risk assessment
o Monitor performance
3. Is the same incident repeated a further time?


No – no specific action required other than positive feedback to student on improved
performance
Yes – this warrants either a final written warning or a fail (depending on previous
steps in process)
o As above if a final written warning
o The Link tutor and university practice placement co-ordinator must be
informed
o All documentation must be completed and agreed by clinical educator and
student prior to the student leaving the placement
o If student fails and are deemed to be unsafe, they must leave the placement
4. Are there other factors underpinning a student’s ability to practise safely?
55
It is possible that communication or learning difficulties may underpin safe practice
on placement e.g. poor written, spoken or understanding of English. In this situation
it is possible that the placement may have to be terminated on grounds of safety.
It is imperative that any concerns whatsoever regarding communication or
professional behaviour are brought to the attention of the Link tutor at the earliest
opportunity.
Reference:
Cross, V. (2001) Approaching Consensus in Clinical Competence Assessment.
Physiotherapy. 87. 7: 341-350.
Students raising concerns in practice
Within the programmes of study there are opportunities for students and those that
support them from the university and in practice settings to use
The pathway to address concerns during practice placement about teaching and
learning or where a student observes or identifies a situation or event, which has the
potential to cause risk or harm to an individual(s) or organisation is in e-Appendix 8 at
http://www.healthcare.ac.uk/courses/rehabilitation-sciences/information-for-preregistration-physiotherapy-practice-educators/ ).
56
Professional conduct
Health and Safety policies dictate the parameters of dress and appearance in the
clinical situation. As a general guideline, students should wear defined clinical uniform
on all clinical placements unless otherwise advised by their Practice Educator. Students
will be expected to conform to the uniform requirements of each clinical site. The
uniform is normally a short-sleeved white tunic, blue trousers and soft-soled, non-slip
footwear in black or navy blue. No obtrusive make-up should be worn and jewellery, if
any, should be discreet. Wedding rings, plain stud earrings and fob watches are
normally acceptable. Hair should be kept off the face and long hair should be tied up.
Students should not wear their uniform outside of the clinical site due to the risk of cross
infection e.g. MRSA in the community.
Students will be required to demonstrate adherence to the rules of professional conduct
in every practice setting commensurate with their level of experience.
The CSP Code of Professional Values and Behaviour sets out the profession’s
expectations of all members: qualified physiotherapists, associates and students. This
should be adhered to by all students at all times across the programme.
CSP (2011) Code of Professional Values and Behaviour
http://www.csp.org.uk/professional-union/professionalism/csp-expectationsmembers/code-professional-values-behaviour
HPC (2008) Standards of Conduct, Performance and Ethics
http://www.hpcuk.org/aboutregistration/standards/standardsofconductperformanceandethics/
Disclosure and Barring Service (DBS)
As part of the registration and enrolment process in Year 1, all students are required to
complete a DBS clearance. Students have a responsibility to self-declare should their
status be affected.
Universal precautions
Hepatitis B, T.B, HIV
Undergraduates are (at present) required to have active immunity to Hepatitis B.
Before entering a clinical area it is the responsibility of the student to be familiar with the
policy of the unit concerning HIV and Hepatitis B and any other disease categorised as
confidential or notifiable or one that requires extra precautions to be taken.
Every person entering a clinical area has the responsibility of implementing the agreed
policy of the area concerning HIV and Hepatitis B.
Personal property
Neither hospitals nor Universities accept responsibility for the theft or loss of student’s
personal property. It is their responsibility to take extreme care when in class or in the
clinical setting particularly with jewellery which may have been removed in the practical
class or to treat a patient in a clinical setting.
Security
57
Due to the increasing number of thefts and other related incidents on University and
Hospital premises there are frequent security checks. Students should carry their
student identity card (e.g. Library card) with them at all times and produce it when
requested by a person in authority.
Student consent to act as a model for teaching sessions
To avoid injuries and prevent emotional distress the clinical educator should obtain
informed consent from students when the student is required to act as a model for
learning and teaching purposes.
Additional requirements on placement
Increasingly in musculoskeletal outpatient settings the student will require a SMART
Card and NHS RIO training. Where this is necessary this should be stated clearly on
the student information provided via the Placement Management Partnership (PMP).
The process to acquire SMART Cards can take some time (up to several weeks in
some Trusts) and the student must be mindful of this and be sure to check if a SMART
Card is required at the earliest opportunity.
A SMART card is increasingly required in practice settings for the purposes of record
keeping and where this is necessary, the process of how to obtain one must be outlined
in the information sheet. NB the responsibility to provide this is changing; it may be the
provider’s or for students starting this academic year, the University’s.
58
Practice Placement Hours
Students are required to complete approximately 1000 hours of practice-based learning
(CSP 2010) as follows:
Practice placement 1 including 1 week pre-practice preparation
Practice placement 2
Practice placement 3
PAL visits (BSc and MSc)
Academic modules:
 Integrating Clinical Concepts (ICC)
 Critical reflection & reasoning (CRR) (BSc)
 Professional development in rehabilitation (PDR) (MSc)
Practice placement 4
Practice placement 5
Clinical placement 6
Total Hours: 31 weeks x 32 hours
6 weeks
5 weeks
5 weeks
Approx 1 week
5 weeks
5 weeks
5 weeks
1024
Each practice placement will normally comprise a minimum of 32 hours a week.
Students are aware that they are required to fit in with the service requirements of the
practice placement, e.g. 7 day working, 12 hour shifts etc. However to enable effective
learning students may benefit from planned time during the week e.g. one half-day off
per week. This time is normally negotiable but some students may have commitments
that are not negotiable e.g. dyslexia support or caring commitments.
In some cases students may wish to work additional hours to make up placement hours
lost due to illness or bank holidays.
The working hours for the placement should be discussed early in the first week of
placement (see role of practice educator). Please remember when organising working
hours that in some cases the students may spend up to 3 to 4 hours travelling a day.
We recommend that students monitor their hours in practice and if required, consider
enhancing the time on placement by negotiating with their Practice Educator. In
addition, some international students are expected to complete additional hours as
guided by the country’s regulatory body.
Recording placement hours
The clinical placement assessment form carries a ‘record of the hours completed’ on
placement. The hours spent on practice placement must be recorded by the student
and upon completion must be totalled and signed off by the Practice Educator.
If completion of the recommended hours on placement is at risk due to absence, (see
Absence during Placement) arrangements can normally be made for the student to
make up the required number of hours either during the placement itself or prior to
graduation. Under certain circumstances, the hours may have to be completed after
other course components have been satisfied.
A student must complete a minimum of 50% of the practice placement for it to be
counted towards their degree classification. The Practice Educator must be confident
59
that they can give a fair assessment of the student’s performance. The emphasis in this
situation would be on the quality of the student’s performance and the student’s ability
to achieve the learning outcomes within the time frame. If on discussion with the Link
Tutor, the Practice Educator feels unable to give a true assessment of the student’s
performance, this placement will not count towards their degree classification (deferral
of practice placement).
Reference:
CSP. (2010) Learning and Development Principles for CSP Accreditation of Qualifying
Programmes in Physiotherapy. Available at:
http://www.csp.org.uk/documents/learning-development-principles-cspaccreditation-qualifying-programmes-physiotherapy
60
Student Absence during Practice Placement
It is the responsibility of the student to inform the Practice Educator in the event of any
absence during a placement by 8.30am each morning of absence, indicating
approximately how long they expect to be absent.
The student must also inform the School via the Practice Placement Administrator
placementteam@sgul.kingston.ac.uk The absence will be recorded and the appropriate
academic staff informed if necessary.
If the student is unable to attend placement for more than 7 days (including weekends)
then the student will need to be signed off work by their GP and a medical certificate will
need to submitted to the placement coordinators
Compassionate and/ or other forms of leave
If a student is aware prior to the commencement of a placement that they will be absent
for any length of time, written approval must be sought from the Practice Education
Team/ placement co-ordinator, stating the duration and reason for the absence e.g.
family wedding. If approved, the School of Rehabilitation Sciences will inform the
clinical practice site of permission to be absent from placement.
Occasionally a practice placement cannot support a planned absence and this may lead
to the placement being substituted with a site that can better deal with a particular
situation.
The reason for any absence is recorded by the Programme Administrator
placementteam@sgul.kingston.ac.uk
Holidays cannot be taken during clinical practice placements. Nor can a student
be absent from a placement for work purposes.
Mitigating Circumstances
If for reasons of sickness, family or other possible extenuating circumstances a student
is unable to start, complete or withdraw from a placement, the student must follow the
School’s mitigating circumstances procedure.
In cases of ill health the student must have health clearance from Occupational Health.
This appointment is requested by the student’s personal tutor and should be expedited
as quickly as possible so that arrangements can proceed with arranging subsequent
placements.
The decision to defer or repeat a placement is at the discretion of the Exams Officer.
Where a student is advised by the university to discontinue a placement the student
must sign a disclaimer that they ‘wish to continue with the placement despite advice
given by the university’. The student must understand that where learning outcomes are
poor e.g. a failed placement, it is not possible to claim mitigating circumstances
retrospectively.
61
Submission of Assessment Form
Before returning the completed assessment form, the Practice Educator must take a
photocopy for their own records. Occasionally the Practice Educator may be contacted
by the School to verify the content of the assessment form.
Students are encouraged to take a copy of the assessment forms before submitting
them as they cannot be subsequently returned and office staff cannot provide
photocopies.
It is the student’s responsibility to submit the original assessment form (NOT a
photocopy) to the School of Rehabilitation Sciences. Completed clinical practice
assessment forms must be posted by hand in the assessment box outside the Pre-reg
Programme Office, Room number 72. 2nd Floor Grosvenor Wing, St George’s Hospital,
University of London by 4pm on the Friday following the end of a practice
placement.
The responsibility for the submission of these documents lies entirely with the
student.
In the exceptional situations where the student is unable to manually submit the
completed assessment form, the form should be posted by Royal Mail – via recorded
delivery – to the programme office for the attention of the Practice Education Team
programme administrator. The student must inform the administrator by email of this at
the earliest opportunity and retain a copy of the recorded delivery details.
Assessment forms handed in after 4pm on the day of submission will be marked
as a late submission and the mark will normally be capped at the pass mark. The
exception to this is where the candidate is able to show good reason for the late
submission (e.g. mitigating circumstances). The Board of Examiners may, at its
discretion, use the full range of marks available for that assessment.
62
Equal Opportunities
Policy statement
The School of Rehabilitation Sciences, Faculty of Health and Social Care Sciences,
Kingston University, St George’s University of London confirms its commitment to a
comprehensive policy of equal opportunities in employment in which individuals are
selected and treated on the basis of their relevant merits and abilities and are given
equal opportunities within the School. The aim of this policy is to ensure that no job
applicant or employee should receive less favourable treatment on any grounds not
relevant to good employment practice. The School is committed to action to make this
policy fully effective
Disability Statement
The School of Rehabilitation Sciences, Faculty of Health and Social Care Sciences,
Kingston University, St George’s, University of London is committed to the fair and
equal treatment of all individuals regardless of disablement. The Faculty is also
committed to full compliance with the requirements of the Equality Act 2010 and the
Special Educational Needs and Disability Act 2001 and other anti-discrimination laws.
For further information see link: http://homeoffice.gov.uk/equalities/equality-act/
All programmes offered by the Faculty have both academic and clinical practice
components and either lead to, or are dependent upon, registration with professional
bodies. Therefore all applications will be considered in relation to guidelines set out by
both the relevant professional bodies and the university and will be subject to
occupational health clearance.
It is acknowledged that practice areas are varied in the nature of the client group and
specialty and also in their philosophy of care. All local NHS Trusts and other placement
providers have equal opportunity policies to which staff members adhere.
Placement areas are selected in order to enable all students to achieve the required
skills on completion of the programme. It is not possible to select specific placements
for individual students but where possible consideration will be given for students with
specific needs. Students are again reminded that adjustments may be dependent on
their disclosing their disability to appropriate staff on clinical placement.
Disclosure of Information
The School of Rehabilitation Sciences actively encourages prior disclosure of any
special needs or requirements before the commencement of a practice placement.
However, information can only be disclosed to the placement site if the student has
given their consent.
If consent has been received we encourage the student to contact their Practice
Educator directly to discuss any concerns and anxieties either person may have. Some
students prefer to have this discussion during the first week of a placement. Students
who are comfortable to disclose their disability currently write a letter/ send an email to
the Practice Educator as soon as practically possible prior to the commencement of the
placement. If a placement is arranged at the last minute due to cancellations or
shortfalls this information unfortunately will not be sent within the optimal timeframe for
63
ease of planning appropriate placement support. If the School has the permission of the
student to disclose information the School will do this in as timely a manner as it is able
to.
Disability Support (see e-Appendix 5 at
http://www.healthcare.ac.uk/courses/rehabilitation-sciences/information-for-preregistration-physiotherapy-practice-educators/ )
All students will have been cleared by Occupational Health prior to commencement of
the course and encouraged to declare to the university their disability. It is likely that
they will have had a needs assessment. Support specific to that assessment that is
practicable to provide will have been given in university. Some of that support may be
available to the student while on practice placement and a resource pack to support
practice educators with disabled students is available at
http://www.healthcare.ac.uk/schools/rehabilitation-sciences/practice-resources/.
Students are not obliged to divulge their disability or learning need. Whilst it is the
student’s choice to divulge such information the practice education team strongly
recommends that students divulge and discuss their disability with their practice
educator.
Prior to arriving on placement, should a student with a disability choose to divulge their
need they should consider the following:
 Sending a disclosing letter/ email to the Practice Educator. This should include a
statement of their impairment and the strategies or equipment that the students
may be using. This letter may be supported by the student’s Summary of
Support Needs. This document is forwarded to the department from the
Disabilities Adviser after consultation with the student
 The Practice Educator should be notified 6 weeks prior to commencing each
placement where practicable and given opportunities by the student to discuss
their strategies in the clinical environment they are entering
 Where students have a placement changed at the last minute they will bring
their letter to the new placement
 The Practice Educator and the student can contact the University Disability Coordinator (see Staff List) to assist at any stage with this process
 Providing that a student has been needs assessed, clinical practice and
academic progress should be within the normal criteria for developing learning
contracts and assessment of that placement.
 At the commencement of a placement and throughout that placement, the
student’s progress should be consistent with the normal demands placed on a
student for their stage in training. However strategies used effectively that have
been discussed prior to the placement and which can be accommodated in the
clinical environment, should be taken into consideration as successful
contributions to achieving a satisfactory placement
 Permission by the student must be sought from the Practice Educator for the
use of certain pieces of equipment e.g. Dictaphones. The Practice Educator may
need to refer to local Trust/ department policy for guidance
 It is advisable for the half way assessment to be clearly documented and
discussed with the Link tutor. Additional support for that student, if appropriate or
necessary, may then be given.
64
Declaring or recognising disability for the first time:
Some students choose not to declare a disability or indeed may not be aware they
have a disability and this may only become apparent when they begin to experience
problems on practice placement. Normally students declare a disability in University
and support for this will be carried out during University activities.
However if a student is declaring to the Practice Educator for the first time or if this is
the first occasion where a disability may be suspected:





The Practice Educator is advised to notify the Link tutor who will in turn liaise
with the practice placement co-ordinator and the disability co-ordinator. It is
helpful if a precise but brief report can be submitted to the college at half way
As the formal process of disability NEEDS assessment and support takes time
and may be longer than the duration of the placement, the measure of support
may be limited at this stage. The formal disability assessment support process
will swing into action at this stage
The student will be expected to proceed to completion of the placement and be
assessed by the normal criteria for their stage
A report of their half way and final report for the placement should be sent to the
Examinations Officer and Course Director advising them of the difficulties the
student experienced and any support that was given. This will then be
considered at subsequent exam boards in the student’s progress
At the discretion of the Disability officer and Course Director or Personal Tutor a
student can at any time be referred back to Occupational Health for further
assessment
65
Administration of Placements
Placement Allocation
When allocating placements to each student a number of factors are considered. The
student profile of clinical practice experience and theoretical knowledge is taken into
account to ensure that each individual addresses core areas of practice. Student
requests with regard to geographical location and extenuating circumstances are then
considered as far as possible and practical. Due to the availability of clinical
placements students may be required to travel up to two hours each way to their
clinical site. Where there are extenuating circumstances the Practice Placement Cocoordinator must be informed.
Placement Information and Process
The School endeavours to place students as early as possible with the academic year.
The aim is to inform students at the earliest opportunity and where possible in
anticipation of the upcoming year/ practice module. However, with placement shortfalls
the School is not always in a position to do this. Students will be kept informed of
progress with placements and allocation via announcements on Student ‘Study Space’.
Requests and offers for placements are managed by the Placement Management
Partnership (PMP). See e-Appendix 6 at
http://www.healthcare.ac.uk/courses/rehabilitation-sciences/information-for-preregistration-physiotherapy-practice-educators/
The School’s Practice Education Team requests placements via PMP up to one year in
advance. The team allocates students via PMP and students are informed directly via
email from the PMP where they are placed.
The allocation system is not full proof e.g. following initial allocations placements can be
cancelled by provider placement sites at short notice; students may have to cancel a
placement; placement allocations may need to be swopped across the student cohort.
It is the student’s responsibility to check their email account regularly and keep
their contact details up to date with the Undergraduate (Physiotherapy)
Programme Administration office (room 72) and registry (Ground Floor Hunter
Wing). Remember also, if circumstances change e.g. childcare, the Administration
Office must be informed.
The School recommends the student contacts the placement site at the earliest
convenience via the contact details on the PMP email – unless the specific site
information via the PMP support website says otherwise – for information, pre-requisites
and guidance in preparation for the placement e.g.
1. If a SMART card is required the process the student must follow to acquire this.
NB this can take several weeks.
2. What preparation is required pre placement e.g. reading.
The PMP email also provides a link to their support site for placement information.
66
Audit of Placements
The Universities involved in the PMP system have collaborated to produce common
audit forms for Practice Educators and students. Both Practice Educator and students
evaluate the practice placements. Students are requested and prompted by PMP to
complete the Student Placement Feedback form after every placement. Feedback is
anonymised, valued and important in helping the University and the placement
providers evaluate and develop good practice.
Placements are audited annually in line with quality and contract performance indicators
and standards. This process is also facilitated by the PMP system.
The School anticipates that all stakeholders undertake these audits. Thank you.
The PMP – in summary:
• A web-based system for all London Allied Health Profession students
• Has the capacity to use the student’s term-time postcode from the SGUL student
database to assist placing student close to placement where possible
• All students will have individual log-in access to
• View allocated placements
• Complete placement feedback questionnaires
• Individual log-in access via password, will be emailed to all students
• Automatic email tells the student to log on when placement allocated/changed
• Pre-placement information via providers on the PMP website
Key PMP Contacts
Charlotte Adams
Placement Management Partnership Consultant (Physiotherapy)
Placement Management Partnership Consultancy Team
Phone: 0844 811 5037
charlotte.adams@tribalgroup.com
E-mail: support.pmpartnership@tribalgroup.com
Website: www.pmpartnership.org.uk
Practice Educator Study Days
The London group of Universities collaborate to organise a series of study days over
the academic year to support both new and experienced Practice Educators.
The dates for these CPD events are posted on the PMP system
https://www.pmpartnership.org.uk/PlacementProvider_Pages/Documents.aspx?placem
entproviderid=1246 and on the faculty website at
http://www.healthcare.ac.uk/schools/rehabilitation-sciences/practice-resources/
67
For information on the Study Days at Kingston University / St George’s, University of
London (held at St George’s Hospital site) please contact the Programme Administrator
Faye McGill placementteam@sgul.kingston.ac.uk
Broad areas covered in the Practice Educators’ Study Day include:
 Physiotherapy pre-reg content, the practice curriculum placement allocation
process, practice education resources, contacts
 Roles and responsibilities
 Common assessment form
 Setting learning outcomes and expectations
 Evaluation
 Teaching and planning on placement, models of supervision
 Disability
 The failing student
 Productivity
 Emerging practice education settings
 Reflection in practice
 Transferable skills
 Reflective practice
Bespoke study stays are also available for individual practice sites on request, please
contact the Placement Co-ordinators for more details.
68
Travel, Claims and Other Relevant Documentation
Travelling to the placement – Student advice
It is the student’s responsibility to find the best route to the placement.
The School recommends www.transportdirect.info www.nationalrail.co.uk and
www.tfl.gov.uk for travel information. Alternatively National Rail Enquiries on 08457 48
49 50 or London Travel Information on 0207 222 1234.
If travelling to practice placement by car students must be appropriately insured i.e.
cover for business use.
Travel claims
Travel Claim forms can be found outside the Pre-reg Programme office. Completed
forms – with receipts – must be returned via the black box provided outside the Pre-reg
programme office, designated for this specific purpose. Copies of all travel claims and
relevant receipts must be retained.
Queries about payment of travel claims should be addressed with the Faculty Finance
Officer. Please email PaymentsNB@kingston.ac.uk or by telephone 020 8417 6401
Students can claim for journeys undertaken by public transport, car, motorbike or bicycle
between their term time residence and a clinical placement site providing the cost is in
excess of their normal daily travel costs from their term-time residence to their
college i.e. the difference in travel costs incurred when attending placement rather than
teaching/ attending the School of Rehabilitation Sciences. Please see
http://www.nhsbsa.nhs.uk/816.aspx
A worked comparison example is featured below.
Reason for
Travel
Cost incurred
Home to teaching
site
Home to
placement site
£12
Cost reimbursed
£20
£8
The NHS bursary scheme states that daily travelling costs between the term-time
residence and college is included in the basic bursary. If the student is not incurring any
additional cost whilst travelling to the clinical placement site he/ she is not out of pocket
as the money has already been provided.
Steps to follow
1. Claim travel expenses from the Faculty using the green forms available outside the
Pre-reg programme office, Level Two Grosvenor Wing
69
2. The cheapest form of transport to travel to and from placements (including free/
concessionary schemes) must be used. All supporting documentation/ receipts must
be submitted with the travel claim form (receipts stapled to the claim form)
3. Excess travel expenses will be reimbursed monthly and claims should be sent in as
soon as possible, on a monthly basis and NOT three monthly, termly or yearly.
Forms completed outside the deadline of 3 months from incurring the expenditure
may not be paid
5. A clear justification for travel will quicken the process
6. It is the sole responsibility of the student to retain a photocopy of the claim form and
all supporting documentation/ receipts. Occasionally receipts may be lost, if there are
no photocopies of the receipts no claim can be made
7. All travel claim forms must include a St George’s Student I.D number, a current
address, bank details and the student’s signature. If any of this information is missing
the form will be returned to the School office causing a delay in the claim
8. All travel claim forms must be placed in the black box outside the Pre-reg
Programme office. They will be collected by the Programme Administrator before
forwarding to the Faculty Finance Office. To ensure prompt payment they need to be
put in the black box by the 5th of each month
9. Queries about payment of travel claims should be addressed with the Faculty
Finance Officer. Please email PaymentsNB@kingston.ac.uk or by telephone 020
8417 6401
Accommodation whilst on placement
In some situations it is not feasible for students to travel to and from a placement on a
daily basis and accommodation local to the clinical site may be advisable. For example
if a student has to travel more than two hours in one direction on public transport or if it
is impossible to get to the clinical site on time using public transport.
Some practice provider sites offer accommodation and this information can be found on
the provider information sheet. Enquires must be made at the earliest opportunity if
local accommodation may be necessary. In the first instance this should be discussed
with the Practice Placement Co-ordinator.
Queries around reimbursement entitlements are available from the Faculty Finance
Officer. Please email PaymentsNB@kingston.ac.uk or by telephone 020 8417 6401.
70