Run by School of Health Sciences

10.000 Credits or 5.000 ECTS Credits

Semester 1 & 2

Organiser: Mrs Gillian Roberts

In the first year of this programme students will complete approximately 560 hours of clinical placement as directed by the Health and Care Professions Council who state that in order to graduate as a Chartered Physiotherapist students must have successfully completed a minimum of 1000 clinical hours during the programme. The purpose of this module is to introduce the student to the practical aspects of physiotherapy education and the module will be delivered in a clinical setting. All placements will be commensurate with pre-registration clinical learning and will allow the student physiotherapist to make the link between theory and practice. Students' academic knowledge will be combined with practical experience developed in the placement area to begin the process of preparing them to transition towards working as a physiotherapist in the future; this is seen as part of a collaborative process between stakeholders, service providers and the School of Health Sciences. The aim of the two practice placements during Practice Placement 1 is to provide learning opportunities that will enable learners to apply their knowledge from initial university based modules in year 1 in the clinical environment. Placements offer students the chance to integrate theoretical knowledge and skills from year one of the programme with practical experiences of engaging with service users and carers. Students work as part of an multi-disciplinary team and have the opportunity to learn new skills and develop knowledge in a clinical setting to develop the professional attitudes and values necessary to be eligible to become a Chartered Physiotherapist. Students will develop the knowledge and understanding required to engage with service users from referral through to discharge with decreasing help from the practice educator. Students will integrate knowledge and implementation of health and safety, legal, policy and ethical issues related to service delivery in specific clinical areas.
Students will demonstrate an in-depth understanding of the complex integration of knowledge, personal skills and values necessary for effective and efficient team-working in practice. They will have the opportunity to investigate in depth the effectiveness of the unique roles adopted within a team in the practice setting and to critically reflect on the elements required to ensure good practice in inter-professional team working for the benefit of service users and carers. Practice placements in the first year must be focussed on either the musculoskeletal, neurology or cardiorespiratory areas of physiotherapy practice .

The module will include: • Implementation of physiotherapy skills in the clinical situation • Service user care and treatment planning including keeping accurate and legal patient records • Communication and interaction with the multi-disciplinary team • Critical analysis of the impact of professional identity on collaborative approaches to clinical practice • Communication and interaction with patients, carers and service users • Professionalism • Identification of relevant legislation and policy such as Health and Safety at work, risk assessments and implementing correct Moving and Handling procedures • Discipline specific learning including practical skills required in physiotherapy • Clinical reasoning and reflective practice to analyse information and make reasoned judgements with minimal guidance

threshold

This placement will be assessed as a Pass or Fail mark, achieved by meeting the learning outcomes and via negotiation with the placement educator taking into account the student’s personal learning goals for the placement. There will be no percentage mark given for the placement portfolio.

1. 1. Engage collaboratively with service users while following the problem solving approach with decreasing guidance of the practice educator.
2. 1. Select and utilise the most appropriate method of communication with service users, carers, colleagues and other members of the multi-disciplinary team.
3. 1. Perform subjective and objective assessments and extract information from non-service user sources where relevant
4. 1. Evaluate the process of selecting and implementing the intervention and identify ways of monitoring effectiveness and adapting interventions if necessary
5. 1. Critically reflect upon legislation and policy through identifying, discussing and implementing relevant aspects for ethical service delivery in clinical areas.
6. 1. Choose and implement appropriate solutions in a manner that is safe and effective based on evidence-based practice and clinical reasoning that is commensurate with the knowledge, skills and values of a physiotherapist
7. 1. Collate information from assessment to identify the most appropriate intervention planning with service users and carers and discuss possible solutions based on how the physiological effects of the intervention affect the pathology of the problem
8. 1. Critically reflect upon how they have conducted themselves in a professional manner as physiotherapy students at all times and how they have undertaken inter-professional working / learning where appropriate.

Type	Name	Description	Weight
	Clinical practical assessment		100.00

		Hours
Seminar	Prior to all observational and clinical placements students will be given a session to prepare them for placement learning. Post-placement students will be given the opportunity to debrief and discuss any issues relating to placement learning.	10
Work-based learning	Students will be expected to successfully complete a minimum of 560 hours in various clinical placements.	90

• 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

Resource implications for students

Students will be expected to have access to IT, Library Services and Word in order to work within each of the modules.

Reading list

Atwal A & Jones M editors (2009) “Preparation for professional practice in health and social care” London: Wiley-Blackwell. Aveyard, H. Sharp, P. (2017) A Beginner’s Guide to Evidence Based Practice in Health and Social Care, 3rd Edition. Open University Press. Carr, C. (2012). Unlocking Medical Law. Oxford: Routledge. Edwards, S. D., (2009). Dimond CB (2009). Legal Aspects of Physiotherapy. Blackwell Science (UK). Edwards SD (2009). Nursing Ethics: a principled based approach 2nd Ed. . Basingstoke: Macmillan. Hawley, G. (2007). Ethics in Clinical Practice: An Interprofessional Approach. London: Pearson Education. . Kenyon K. (2018) The Physiotherapist's Pocketbook, 3rd Edition. Essential Facts at Your Fingertips. Amazon / Elsevier. Mason, J.K. McCall Smith, R.A., Laurie, G. T. (2016). Law and Medical Ethics 7th Ed. London: Butterworths. McCorry, L. Mason, J. (2019) Communication Skills for the Healthcare. Wolters Kluwer
Health professions Council (2010) Guidance on conduct and ethics for students. Health Professions Council (2008) Standards of Performance, Conduct and Ethics https://www.csp.org.uk/publications/code-members-professional-values-and-behaviour https://www.csp.org.uk/frontline/article/setting-standard-hcpc-standards-conduct-performance-and-ethics Resuscitation Council (2015) Resuscitation Guidelines. https://www.resus.org.uk/resuscitation-guidelines/ Other reading material such as articles, case summaries and judgements will be provided via links on Blackboard.https://www.makingeverycontactcount.co.uk/ Supporting integration through new roles and working across boundaries, Kings Fund (2016)