Run by School of Health Sciences
10.000 Credits or 5.000 ECTS Credits
Semester 1 & 2
Organiser: Mrs Gillian Roberts
Overall aims and purpose
In the second 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 further develop the practical aspects of physiotherapy education that were developed in year one and year two modules. The module will be delivered in two clinical settings, one of which will be driven by emerging clinical interests. All placements will be commensurate with pre-registration clinical learning but Practice Placement 2 will facilitate students to further develop the links between theory and practice through reflection with university tutors in the University Professional Development Review tutorials as well as placement learning contracts which are developed collaboratively with practice educators. Students' academic knowledge will be combined with practical experience developed in the placement area to further develop the process of preparing them to transition towards working as a physiotherapist in the near 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 2 is to provide learning opportunities that will enable learners to deepen their knowledge from university based modules and practice placements in year 1 in different clinical environments. These two further placements offer students the chance to deepen theoretical knowledge and skills from year one of the programme with a wider range of practical experience of engaging with service users and carers. Students work as part of a multi-disciplinary team and have the opportunity to further their skills and knowledge in clinical settings to further develop the professional attitudes and values necessary to be eligible to become Chartered Physiotherapists.
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. One of the practice placements in Practice Placement 2 must be focussed on either the musculoskeletal, neurology or cardiorespiratory areas of physiotherapy practice (dependant on which areas have already been completed in year one placements). One further clinical area is normally allocated dependent on the student’s developing interest in a particular area of 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
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.
- Critically reflect upon legislation and policy through identifying, discussing and implementing relevant aspects for ethical service delivery in clinical areas.
- Engage collaboratively with service users while following the problem solving approach with decreasing guidance of the practice educator.
- Select and utilise the most appropriate method of communication with service users, carers, colleagues and other members of the multi-disciplinary team.
- Perform subjective and objective assessments and extract information from non-service user sources where relevant
- 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.
- 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
- 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
- Evaluate the process of selecting and implementing the intervention and identify ways of monitoring effectiveness and adapting interventions if necessary
|Clinical practical assessment||100.00|
Teaching and Learning Strategy
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.
Students will be expected to successfully complete a minimum of 560 hours in various clinical placements.
- 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.
Ajjawi, R. (2009) Learning clinical reasoning and its communication: in physiotherapy practice. Verlag, Dr Muller.
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.
Bellew, J, Michlovitz, S. Nolan, T. Thomas, P. (2016). Michlovitz's Modalities for Therapeutic Intervention. Updated Edition. F A Davis Publishing.
Belanger A (2014). Therapeutic Electrophysical Agents: Evidence Behind Practice. Lippincott Williams & Wilkins ISBN: 978-1-4511-8274-3
Brukner P, Khan K ((2012) Clinical Sports Medicine. (4th revised edition) McGraw-Hill
Cameron M (2009). Physical Agents in Rehabilitation: From Research to Practice: (3rd Edition). Saunders/Elsevier .
Chartered Society of Physiotherapy (2011): Code of Members' Professional Values and Behaviour. https://www.csp.org.uk/publications/code-members-professional-values-and-behaviour
Chartered Society of Physiotherapy: Professional Guidance. https://www.csp.org.uk/professional-clinical
Chartered Society of Physiotherapy: https://www.csp.org.uk/frontline/article/setting-standard-hcpc-standards-conduct-performance-and-ethics
Health professions Council (2010) Guidance on conduct and ethics for students.
Health Professions Council (2008) Standards of Performance, Conduct and Ethics
Kenyon J and Kenyon K (2018). The Physiotherapist's Pocket Book: Essential facts at your fingertips. Elsevier. Amazon.
Heyman, B. Alazewski, A. (2010) Risk, Safety and Clinical Practice: Healthcare through the lens of risk. Oxford University Press.
Higgs, J. Jensen, GM. Loftus, S. (2018) Clinical Reasoning in the Health Professions. Elsevier.Churchill Livingstone
Magee DJ (2014) Orthopaedic Physical Assessment 6th Edition Sanders Elsevier Moulton, L. (2016) The Naked Consultation. CRS Press. Taylor and Francis Group. McCorry, L. Mason, J. (2019) Communication Skills for the Healthcare. Wolters Kluwer
Porter S (2013) Tidy's Physiotherapy (15th Edition): Elsevier. Churchill Livingstone
Robertson V, Ward A, Low J. and Reed A (2006). Electrotherapy Explained: Principles & practice (4th Edition). Oxford: Butterworth Heinemann. Silverman, J. Kurtz. (2013) Skills for Communicating with Patients, 3rd Edition Serhan, CN. Ward, PA. Gilroy, GW. (2010) Fundamentals of Inflammation: Cambridge University Press. Southorn, NT. (2010). The Student's Companion to Physiotherapy: Elsevier Churchill Livingstone
Watson T (2008) Electrotherapy: Evidence Based Practice Elsevier. Churchill Livingston.