Managing Chronic and Long Term Conditions
Run by School of Health Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Mr Jonathan Flynn
Overall aims and purpose
This module introduces students to the management of chronic and long-term conditions; which includes attention to health issues specific to rural communities. For example; the term ‘health inequities’ relates to perceived unfair differences in health outcomes between groups that are potentially avoidable. Students will be expected to synthesise and build on their current knowledge in relation to chronic disease and its impact on the individual. Wales has a large rural environment with around one in three people currently living in an area defined as ‘rural’. Students will be expected to critically evaluate how services will be delivered in rural communities and consider the key determinants which impact on the individual’s health, particularly for those living in remote communities, as highlighted in the recent AHP UK Public Health Strategic Framework (Public Health England, 2019-2024). Students will be able to critically evaluate the various stages of the life span and how they are associated with common conditions and demonstrate an ability to effectively consult with professional staff in the assessment, intervention and evaluation of a range of patients. Students will be able to demonstrate an understanding of the importance of a patient or client-centred approach to specific groups and critically evaluate health beliefs and its impact on managing chronic and longer-term conditions.
The module will include: • Epidemiology • Public health models and approaches • Health improvement • Models of behaviour change • Teaching skills • Understanding the life span • Biology of disease • An understanding of chronic and long term conditions across the three core competencies of physiotherapy • Health coaching • Managing long-term conditions as part of a multi-disciplinary team • Patient education in practice • Communication, concordance/adherence • Health beliefs • Population Healthcare/health literacy • Shared decision making • Hazards and health issues specific to rural communities • Engaging rural communities • Service user perspectives • Reflection • Make every contact count initiative • Innovative practices
C- to C+
50% Basic understanding of the facts and principles specific to the topics covered in this module. Basic understanding of the management of chronic and long-term conditions. Students will be required to achieve a minimum of C- grade in the assignment to in order to pass the theory component of the module.
60% Very good understanding of the facts and principles specific to the topics covered in this module. Good understanding of the management of chronic and long-term conditions. This equates to a minimum mark of Grade B- in the Grading Criteria.
70%> Excellent understanding of the management of chronic and long-term conditions. Understanding of the facts and principles specific to the topics covered in this module and evidence of additional evidence gained by the student. Very good understanding of physiotherapy practice. This equates to a minimum mark of Grade A- in the Grading Criteria
Critically evaluate the effectiveness of behavioural change techniques used in physiotherapy interventions to improve patient adherence.
Critically evaluate models of client centred practice and shared decision making.
Critically evaluate the wider determinants which affect health and wellbeing and its impact on managing long term conditions
Synthesise and evaluate rural demographics and its impact on health and social care.
|ESSAY||3000 word assignment||
The assignment expects the student to consider the role of physiotherapist in a rural area when managing patients with chronic or longer-term conditions. Students will be expected to demonstrate how they will meet the challenges associated with promoting healthcare in a rural setting; using current available evidence to inform their practice.
|INDIVIDUAL PRESENTATION||Individual Presentation||
Students will be required to provide a 15 minute presentation on the effectiveness of behavioural change techniques, such as health coaching and other models of practice used in physiotherapy interventions
Teaching and Learning Strategy
Enquiry based learning group work with student presentations.
Tutorials and e learning.
Keynote lectures including introduction to key resources 9 x 7 hours (9 days)
Private study and preparing for assessments.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
Students will be able to critically evaluate the various stages of the life span and how these are associated with common conditions and demonstrate an ability to effectively consult with professional staff in the assessment, intervention and evaluation of patients / clients. Students will be able to demonstrate an understanding of the importance of a patient / client-centred approach to specific patient / client groups and critically evaluate health beliefs and its impact on managing chronic and longer-term conditions.
Resource implications for students
Students will be expected to have access to IT, Library and Word in order to function within the modules and complete the programme.
Ahmed, N. Dawson, M. Smith, C. Wood. E (2006) Biology of Disease. Taylor and Francis Group. Ackerman, I N; Sze-Ee, S. Barker, A L. (2018) Opportunities for cross-disciplinary care partnerships in physiotherapy. Journal of Physiotherapy; Vol 64 No (2): 69-71. Babieri, FA. Vitorio, R. (2017) Locomotion and Posture in Older Adults: The Role of Ageing and Movement Disorders. Springer International Publishers. Beresford,P., Fleming.J., Glynn. M., Bewley, S., Croft,S. Branfield.F., Postle.K. (2011). Supporting People Towards a Person-Centred Approach. Bristol University Press. Christens, B.D. (2019) Community Power and Empowerment :Advances in Community Psychology. Oxford: Oxford University Press Cook,A.M., Miller Polgar,J. (2015). Assistive Technologies: Principles and Practice (4th Ed). Missouri: Elselvier Goulding, A., Davenport,B., Newman,A.(eds) (2018) Resilience and Ageing: Creativity, Culture and Community. Bristol: Bristol University Press. Lloyd, C. Heller, T. Lloyd, CE. ( 2011) Long- Term Conditions: Challenges in Health & Social Care. Sage Publications. Murtagh, J. (2016) Murtagh's Patient Education 7th Edition. McGraw Hill Education. Nelson,W. (2010) Handbook for Rural Health Care Ethics. Dartmouth: Dartmouth Medical College Press Newman,S.P., Steed,L., Mulligan, K.(2009). Chronic Physical Illness: Self Management and Behavioural interventions. Maidenhead: Open University Press. Porter, S. (2013) Tidy's Physiotherapy, 15th edition (Physiotherapy Essentials). Churchill, Livingston Elsivier. Randall, S. Ford, (2011) A Textbook of Long Term Conditions. Blackwell Publishing Westendorp RGJ.(2006) What is healthy ageing in the 21st century? American Journal of Clinical Nutrition. Supplement; 404S-9S. Wijma, A. Anouck N, Bletterman, PT. Clark, JR. Vervoot, M, Sigrid, CJ. Patient-centeredness in physiotherapy: What does it entail? A systematic review of qualitative studies. Physiotherapy Theory and Practice. VOL. 33, NO. 1, 825–840. Zhang, Q. Li,f. Jiang, S. Young, L ( 2019) The Effectiveness of Group-Based Physiotherapy-Led Behavioural Psychological Interventions on Adults With Chronic Low Back Pain: A Systematic Review and Meta-Analysis. American Journal of Physical Medicine & Rehabilitation, Vol 98 No (3): 215-225.