1

Faculty of Health and Life

Sciences

Practice Placement 1

Assessment Guidance

For Students and

Educators

BSc (Hons) Physiotherapy 2012 Entry

MSc Physiotherapy 2013 Entry

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Contents Section 1 Background Information ....................................................................................... 3

Personal and Professional Development File (PPDF) ...................................................... 3 Placement learning and support ....................................................................................... 4

Section 2 Assessment ......................................................................................................... 5 2.1 Introduction ............................................................................................................. 5

2.2 Formative assessment ............................................................................................ 5 2.2.1 Pre Placement Planning .................................................................................. 5 2.2.2 Negotiated Learning Outcomes ........................................................................ 6 2.2.3 Midpoint Formative Assessment ...................................................................... 6 PRACTICE PLACEMENT ASSESSMENT SUMMARY FORM..................................... 7

Pre Placement Preparation – Form PM2 ............................................................... 8 Pre Placement Preparation – Form PM3 ............................................................... 9 Negotiated Learning Outcomes Form PM4 ........................................................... 10

Form PM5 ................................................................................................................... 11 Practice Placement Formative Assessment Action Plan ............................................ 11

2.3 Summative Assessment ....................................................................................... 12 2.3.1 Using PhysioMAP scoring system ..................................................................... 12

2.3.2 Learning Outcomes and Performance Indicators .................................................. 13 2.3.3 Summary of outcomes ....................................................................................... 13

Performance Indicators ...................................................................................................... 15

Performance Indicators ...................................................................................................... 16

PLACEMENT REVIEW Form PM6 ...................................................................... 17

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Section 1 Background Information

This document aims to provide information about practice placement learning and assessment and the

associated documents for both the BSc (hons) and MSc Physiotherapy programmes.

Learning in practice is an integral part of the BSc (Hon’s) and MSc Physiotherapy Programmes and the

Chartered Society of Physiotherapy recommends that students spend at least 1000 hours in practice

during their programme. The Northumbria physiotherapy programmes have been designed to facilitate

practice learning via seven placement opportunities (six in the MSc programme) which enhance the

integration of theory and practice and provide the requisite number of hours. Practice learning is also

required for students to demonstrate the professional knowledge, skills and attributes required for entry onto

the Health and Care Professions Council register and the PhysioMAP (Measuring Achievement in

Practice) assessment form makes those requirements explicit to both the student and educator.

The PhysioMAP (Measuring Achievement in Practice)

The PhysioMAP consists of five domains:

Communication

Professional Behaviour

Assessment, Reasoning and Intervention

Monitoring and Evaluation

Managing Risk

Each domain contains learning outcomes which have been developed from the Standards of Proficiency for

Physiotherapy (HCPC 2008) and the CSP Physiotherapy Framework (2010). There are 15 learning

outcomes which are assessed on each placement utilising a sliding scale of achievement which moves

towards the standard required for registration in the final year of the programme. Examples of performance

indicators for each outcome are provided in this document to assist educators in planning learning

opportunities and making assessment decisions.

The learning opportunities available in relation to the development of physiotherapy skills will differ for each

placement. The student’s previous learning and achievement will also vary so there is an expectation that

additional Negotiated Learning Outcomes will be agreed between the student and educator at the start of

each placement. Academic staff will support the development of negotiated learning outcomes via the pre

placement seminar and there is also an expectation that students will access information such as the

Portfolio of Learning Opportunities (POLO) available on the placements web site1 and additional information

provided by practice staff.

Personal and Professional Development File (PPDF) Students are provided with a Personal and Professional Development File (PPDF) designed to aid critical

reflection on the learning experience and the collection of evidence which supports the achievements

recorded in the PhysioMAP. An integral piece of evidence for all students will be the Practice Skills

Passport which will contain a summary of students learning and achievement both in theory and practice.

The PPDF and in particular feedback from previous placements will be central to deciding on future

Negotiated Learning Outcomes.

1 http://www.northumbria.ac.uk/sd/academic/sches/placements/?view=Standard

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Placement learning and support The first placement experience for both programmes is designed to enable students to develop their self-

management, interpersonal and professional practice skills. As the programme progresses the student’s

management of practice skills will develop so that they are able to work towards the standards required for

registration with the Health Professions Council. In the final placements the student must demonstrate the

achievement of the Standards of Proficiency (HCPC 2008) whilst becoming more critical of the evidence

base as part of their developing clinical reasoning skills.

The role of the physiotherapy educator is recognised as being central to learning and assessment in practice

and therefore assuring the HCPC of the practice standards achieved by Graduates of the programmes. It is

the responsibility of the Educator to plan learning with the student, facilitate and supervise appropriate

learning opportunities, provide formative feedback to the student in regard to progress and to triangulate

evidence of student performance to inform final summative assessment decisions.

Educators are supported in their role by the Visiting Placement Tutor: The visiting tutor works collaboratively

with an area of practice to ensure that suitable learning opportunities are available, providing educator

updates, visiting students during each placement and offering support via email or telephone. Practice

Placement Facilitators (PPF’s) also support practice learning primarily by ensuring placement capacity and

quality but they are also able to provide support to both students and educators if required.

The activities required of an Educator are summarised below.

Pre Placement Ensure contact has been made by the student in good time prior to placement

start date

Familiarise yourself with the assessment documentation related to the upcoming

practice placement

Access programme information on the placements web page2

First few days of

placement

Undertake an initial planning interview with the student and complete relevant

parts of form PM1.

Negotiate the frequency of formative feedback, including dates and times of

midpoint and final assessment meetings.

Agree negotiated learning outcomes (Form PM4)

Ensure an induction programme is completed by the student

During Placement Facilitate appropriate learning opportunities

Provide formative feedback to student in relation to their progress in achievement

of the PhysioMAP learning outcomes

Midpoint Provide formative feedback of strengths and development areas, completing all

relevant mid- point documentation (form PM5)

Agree relevant action plans for remainder of placement

Final assessment Complete summative assessment form identifying the level of achievement for

each outcome

Provide Formative feedback on the placement review form (PM6)

The Student should return signed PhysioMap documents to the University.

2 http://www.northumbria.ac.uk/sd/academic/sches/placements/?view=Standard

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Section 2 Assessment

2.1 Introduction

Practice based learning and assessment is an integral aspect of the physiotherapy programme and is

attached to programme modules. The synopsis and learning outcomes for the modules attached to this

placement can be found in the preparation for placement section. The academic component of the module is

assessed by a University based summative assessment whilst practice based learning is assessed by

educators at threshold level as pass/fail.

The PhysioMAP assessment of practice is designed to:

Ensure the safety of the public

Facilitate student achievement of the standards required for registration

Increase assessment utility by using a range of evidence to inform educator decisions

Promote the personal and professional development of physiotherapy students

Develop students as reflective practitioners

Provide evidence of the achievement of the programme learning outcomes

2.2 Formative assessment

Whilst learning in practice students benefit from formative feedback on performance and the identification of

areas for development and these activities should inform reflection and action in relation to personal and

professional development.

2.2.1 Pre Placement Planning

Formative assessment begins with the initial planning for placement learning when the student and educator

can identify previous relevant learning and achievements (for students beyond the first placement this MUST

ALWAYS include the summary report from the previous educator). Initial planning is recorded on the

Assessment Summary Form (Form PM1) and will include induction into the practice area ensuring that the

students are familiar with local policies and guidelines. At this point it will also be useful to agree a timescale

for formative and summative feedback and identify a suitable date for the midpoint visit form the placement

tutor.

Prior to the placement students will prepare evidence to ensure they meet learning outcome 3 on

PhysioMAP. This will be done by presenting evidence of their attendance at mandatory skills training

sessions on their Skills Passport (form PM2). This also provides information on the modules covered during

the programme up to the start of the placement.

Other evidence of preparation will be presented on form PM3. This will include evidence of engagement with

the service information (eg POLO), preparatory reading, SWOT analysis and professional standards

documents.

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2.2.2 Negotiated Learning Outcomes

Pre placement planning should lead to the development of additional negotiated learning outcomes being

developed by each student. The learning opportunities available in relation to the development of

physiotherapy skills will differ for each placement. The student’s previous learning, achievements and SWOT

analysis will also vary so there is an expectation that additional Negotiated Learning Outcomes will be

agreed between the student and educator at the start of each placement (Form PM4). Academic staff will

support the development of negotiated learning outcomes during pre placement seminars and there is also

an expectation that students will access information such as the Portfolio of Learning Opportunities (POLO)

and additional information provided by practice staff as part of pre placement preparation.

2.2.3 Midpoint Formative Assessment

Prior to or during the midpoint visit a Practice Placement Formative Assessment Action Plan (Form PM5)

should be completed in order to indicate to the students that they are progressing well or that there are

concerns about their performance . It is envisaged that any areas of concern in relation to performance

would be highlighted to the student as close to the event as possible in order to give the student ample

opportunity to respond to and improve. If there is an area which is identified as needing to be developed the

educator should facilitate the development of a remedial action plan. If there is a risk that this may lead to

placement referral then an action plan must be completed and the visiting tutor or another member of

academic staff made aware.

Formative feedback from the clinical educator will enable students to reflect on the experience and continue

their development in future practice based learning. The frequency of formal feedback meetings should be

negotiated between the clinical educator and student (a brief weekly review is recommended). On

completion of the placement the educator must record further formative qualitative feedback for the student

on the placement summary form to inform further placement learning, communicate with future educators

and enhance the student’s personal and professional learning.

The practice placement formative assessment action plan (Form PM5) can be used at any time during the

placement for any student in addition to its primary function at the midpoint formative meeting between the

educator, student and visiting tutor to identify any actions that need to be taken as a result of the student

being scored below the anticipated grade on PhysioMAP.

The form is particularly important where a student is below the expected level of performance and is in

danger of failing the placement. In these situations the educator must contact the visiting tutor at the earliest

possible time to arrange an early visit to develop an appropriate action plan to allow sufficient time for the

student to demonstrate they are meeting the learning outcomes.

The form will very clearly document which learning outcomes the student is not achieving so that the student

and the university have a clear record of the situation and the action which has been agreed. By signing the

form all parties are agreeing to, and understand, the action plan and the responsibilities of the educator and

the student in rectifying student performance.

If the student does not respond to the agreed action plan by the agreed review date they may fail the

placement outright.

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Northumbria University BSc and MSc Physiotherapy Form PM1

PRACTICE PLACEMENT ASSESSMENT SUMMARY FORM

STUDENT:

CLINICAL

PLACEMENT &

MODULE NUMBER

CLINICAL EDUCATOR

DATES OF PLACEMENT

UNIVERSITY

VISITING TUTOR

HOSPITAL/UNIT:

INITIAL PLANNING INTERVIEW date;

Activity Completed Activity Completed

Induction to area including Trust

policies and guidelines

Discussion or learning opportunities available

Review of previous placement summary

Planned date for Midpoint review

Discussion of learning outcomes and

indicative criteria

Negotiated learning Outcomes completed

RECORD OF ATTENDANCE: Key: U Unauthorized absence; L=Late; S=Sick; A=Appointment; O=Open day; I=Interview

Week Total Hours Monday Tuesday Wednesday Thursday Friday

1

2

3

4

5

6

Total Hours

FINAL ASSESSMENT;

PASS/ FAIL

COMMENTS & RECOMMENDATIONS

FINAL ASSESSMENT PASS (P) / FAIL (F)

STUDENT SIGNATURE:

CLINICAL EDUCATOR SIGNATURE: DATE:

Students must hand in the completed assessment documents to: Assignments Office, School of Health,

Community and Education Studies, Coach Lane Campus, Coach Lane, Newcastle upon Tyne, NE7 7XA; on the

Wednesday immediately following the placement. Top Copy: University Second Copy: Student

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Pre Placement Preparation – Form PM2

Placement One/Two

Mandatory Skills; the student has attended taught sessions on the following

University

attendance

date

Confirmed

by GT

A moving and handling and ergonomics

A Basic Life Support

A Infection control

A Safeguarding Vulnerable adults and children

A De-escalation and conflict resolution

Synopsis and learning Outcomes of Associated Module

PT0400 Foundation of Physiotherapy Practice Skills

This module begins the process of placing the theory of how structure and function of the human body relate to physiotherapy practice. Initial sessions will focus on a theoretical introduction to common concepts allied to physical and biological principles. A combination of practical skills sessions, case simulations and movement practical sessions will be used to facilitate teaching learning and assessment of selected therapeutic skills, rehabilitation procedures and movement characteristics of everyday functional tasks. Students will be directed to and engage independently with the common concepts learning package. The learning outcomes reflect emphasis on safe and effective physiotherapy practice. Student learning will be augmented by continuous formative assessment and verbal feedback on performance throughout the module related to developing safe and effective practical skills. There will be opportunities for students to record skills performance and development through images and/or film in the clinical skills centre and discuss key issues within case scenario practical sessions. The module summative assessment will be a practical

demonstration, where students will be required to

demonstrate safe and effective practice within the

application of therapeutic skills and describe movement

characteristics of an everyday functional task.

PT0400 Learning Outcomes

1. Select and safely teach the use of assistive

devices.

2. Demonstrate safe and effective application

of foundation physiotherapy practice skills.

3. Demonstrate safe and effective application

of rehabilitative handling skills and transfer

skills.

4. Using observation describe movement

characteristics of everyday functional tasks.

5. Meet the learning outcomes of the practice

placement associated with this module.

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Pre Placement Preparation – Form PM3

Placement One/Two

A record of pre placement activity

Date Activity

Describe activity and where evidence can be found

Confirmed by

GT or Educator

signs

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Negotiated Learning Outcomes Form PM4

The three learning outcomes I wish to achieve on this placement (to be confirmed and finalised by my

practice educator)

1

Preferred learning strategy to

achieve this outcome

Evidence of outcome Learning Outcome achieved

Educators sign

2

Preferred learning strategy to

achieve this outcome

Evidence of outcome Learning Outcome achieved

Educators sign

3

Preferred learning strategy to

achieve this outcome

Evidence of outcome Learning Outcome achieved

Educators sign

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Form PM5

Practice Placement Formative Assessment Action Plan

Highlight as appropriate

Green Is working successfully towards all learning outcomes/competencies/elements on the

placement assessment form.

No remedial action is necessary; to continue as per action plan.

Amber Is working towards most of the learning outcomes/competencies/elements on the placement

assessment form.

However needs to pay particular attention to the identified outcomes /competencies/elements

listed on the action plan.

The educator and student have agreed an action plan for learning and have identified how

opportunities and evidence will be provided. The action plan will be regularly reviewed.

Red

The

student is

in Danger

of Failing

the

placement

Is not progressing as required to meet the expected learning outcomes on the placement

assessment form.

Failure to achieve these outcomes by the end of the placement will result in the student being

unsuccessful on the placement and associated module to which this placement is attached.

The learning outcomes/competencies/elements not being achieved are listed, along with criteria

for their achievement in action plan. The educator/mentor and student will have regular

meetings to discuss progress and provide regular feedback to the guidance tutor.

1 Area of Strengths / Concern:

2 Specific recommendations:

3 Outcomes to be met:

4 Review date: Student signature Educator signature Visiting Tutor Signature

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2.3 Summative Assessment

The PhysioMAP assessment of practice is designed to:

Ensure the safety of the public

Facilitate student achievement of the standards required for registration

Increase assessment utility by using a range of evidence to inform educator decisions

Promote the personal and professional development of physiotherapy students

Develop students as reflective practitioners

Provide evidence of the achievement of the programme learning outcomes

2.3.1 Using PhysioMAP scoring system

The first two points are assured by the use of a 5 point scale to provide feedback to students on their level of

performance in meeting each of the 15 learning outcomes. The scale requires educators to assess students

against a single point of reference for all placements in each year. The single point of reference is the

minimum standard expected of a newly registered physiotherapist. This is the standard expected on

completion of the programme that will allow the student to meet the requirements of the Standards of

Proficiency of the HPC and Knowledge, Skills and attributes expressed in the CSP Physiotherapy

Framework. The use of a single point of reference enhances educator and student understanding of the

standard required although poses questions for students early in their programme who are unlikely to

achieve the required standard. For this reason the scale is presented (see below) where it is anticipated that

students will need further development in year one, be approaching the borderline for registration in year two

and achieve expectations for registration in year three and this process is accelerated for students on the

MSC programme.

Scoring system

Stage of

Programme

Unsafe Practice Needs

development

before

registration

Borderline for

registration

Meets

expectations for

registration

Exceeds

expectations for

registration

MSc BSc U 1 2 3 4

Yr 1 U 1

PASS

2

PASS

3

PASS

4

PASS

Yr 1 Yr 2 U 1

2

PASS

3

PASS

4

PASS

Yr 2 Yr 3 U 1 2 3

PASS

4

PASS

The shaded boxes on the grid indicate the anticipated level of attainment

for the student at each stage of the programme

For MSC students first two placement a score of 1 is acceptable.

3 Meets Expectations

Meets the minimum standard

expected of a newly registered

Physiotherapist

The scale includes a forth point which identifies achievement which exceeds expectations for

registration which may apply to exceptional students for some of the identified outcomes.

Thus a student in year one would need to score 1 for all outcomes to pass the placement. Some

students may have relevant experience which may for example lead to a score of 2 for learning

outcomes in relation to communication but evidence collected from educators and the literature

suggests that most students will score 1 at this stage. By the final year of both programmes a score of

3 is required for all outcomes.

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Assessment decisions for each of the learning outcomes must be informed by a range of evidence

which will include direct observation of practice by the educator , case review and discussion , student

reflection, testimony of other staff, service user feedback and evidence housed within the PPDF and

placement passport . Accountability for assessment decisions lies with the judgment of the educator

however this is enhanced when supported by a range of evidence and facilitates monitoring and

moderation of assessment decisions as required by University regulations.

Students will be referred on a placement when

The educator identifies unsafe practice for any of the learning outcomes

The educator identifies a score of less than that identified in the table above for three or more

outcomes.

A placement referral will mean a fail mark for practice assessment component of the module and the

student will be eligible for a re-sit placement at the next available opportunity.

Students will be deferred on a placement when

The educator identifies a score of less than that identified in the table above for no more than two

learning outcomes.

Factors affecting student learning such as sickness mean that the educator has insufficient evidence

to make an assessment decision.

A placement deferral will mean a late approval of practice assessment and the unachieved learning

outcomes will be carried forward into the next placement. This decision will always be made by the

programme manager who will give due cognisance to the students overall achievement and progress.

2.3.2 Learning Outcomes and Performance Indicators

PhysioMAP contains 15 learning outcomes against which the student is assessed for each placement. These have been developed to ensure the by the end of the programme students meet the requirements of the HCPC standards of proficiency and CSP Framework. Each learning outcome is defined by a range of performance indicators which are outlined in this document. These can be used by assessors to identify evidence and behaviours appropriate to achieving the learning outcome. The list of performance indicators is not exhaustive and can be added to depending on the context of the placement. Equally the student does not have to achieve all the items listed. The performance indicators are designed to assist educators identify evidence to support their assessment and allow for transparency in discussing with students how learning outcomes can be achieved on their placement. For placement 1 (two weeks) students do not need to be assessed against all learning outcomes. There is an expectation that they will be assessed against learning outcomes 1 – 7 and 15. All other learning outcomes are optional for this placement. The educator should mark learning outcomes as Not Applicable (NA) if they are not being used for this placement. All subsequent placements will use the full range of learning outcomes in the assessment.

2.3.3 Summary of outcomes

At the end of the placement additional qualitative feedback needs to be documented on the placement review form (Form PM6). This is an important document as it provides information to subsequent clinical educators on student performance and therefore aides the planning of subsequent placement experiences and opportunities as well as providing students with valuable feedback and feed forward as part of their personal and professional development. The PhysioMAP document with all forms completed and signed needs to be returned to the University by the student on the advertised assessment hand in date.

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Student

Practice Placement

number

One

Practice

Educator

Placement dates

University

Visiting

Tutor

Placement Setting

Please grade the students performance on the five point scale below for each learning outcome using 3 as the reference point for the standard expected of a newly registered physiotherapist and with reference to the scoring grid and performance indicators

Unsafe Practice

Needs improvement

before registration

Borderline for registration

Meets expectations for

registration

Exceeds expectations for

registration

U 1 2 3 4

Communication 1 Interpersonal Communication is effective and appropriate U 1 2 3 4

2 Communicates own learning needs U 1 2 3 4

Professionalism 3 Professional approach to preparing for the placement U 1 2 3 4

4 Exemplary personal professional behaviour U 1 2 3 4

5 Respects rights of service users U 1 2 3 4

6 Effective contribution to collaborative working U 1 2 3 4

7 Manages and organises practice effectively U 1 2 3 4

Assessment, Reasoning and Intervention 8 Undertakes appropriate assessment of needs U 1 2 3 4

9 Analysis, reasoning and decision making are effective U 1 2 3 4

10 Sets realistic plans and strategies to meet needs U 1 2 3 4

11 Select, implement and manage appropriate interventions U 1 2 3 4

12 Safe and effective application of therapeutic techniques U 1 2 3 4

Monitoring and Evaluation 13 Evaluates planned interventions U 1 2 3 4

14 Monitors and reviews quality of practice U 1 2 3 4

Risk 15 Establish and maintain safe practice to minimise risk U 1 2 3 4

Unsafe practice for any of the learning outcomes Refer

Pass

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Performance Indicators 1 interpersonal communication

demonstrate effective and appropriate strategies in

communications with colleagues, service users and their

carers.

Demonstrate effective oral communication skills which are

specific to the needs of the individual client /carer-using

suitable language and avoiding jargon

Demonstrate effective non-oral communication skills which

are specific to the needs of the individual client /carer

Demonstrate awareness of client / carers needs and

demonstrates sensitivity and empathy with the individual

client / carer.

Demonstrate awareness of roles and responsibility of MDT

members and implement advice from colleagues with

specialist skills in communication

Communicates effectively with colleagues and members of

the multidisciplinary team

Demonstrates an appropriate range of communication styles

Demonstrates skills of listening and explaining in both

individual and group interactions.

Respects the cultural and personal differences of others

Works collaboratively and respectfully with support staff

Writes legibly

3 Professional approach to preparing for placement

demonstrate a professional approach to preparing for the

placement

Demonstrates the ability to self reflect and is able to apply

these skills to reviewing and preparing appropriate material

for practice placement.

Aware of personal needs related to practice and learning

Undertakes responsibility for own personal and professional

development.

5 Respects the rights of service users

promote person centredness by seeking consent,

maintaining confidentiality and promoting non discriminatory

practice

Informed consent is obtained and recorded according to

protocol

Understands and respects service user rights

Discusses risks and benefits of intervention with service user

Respects and maintains service user privacy and dignity

Ensures confidentiality

7 Manages and organises practice effectively

manage and organise practice effectively, requesting

assistance when needed and responds positively to

feedback and criticism.

Undertakes responsibility for own personal and professional

development.

Manages and organises professional practice effectively

Uses unscheduled time effectively.

Requests assistance when needed and responds positively

to feedback / constructive criticism

2 Communicate own learning needs

critically reflect on own practice, responding professionally to

constructive feedback and demonstrates the attributes needed

for continuing personal and professional development

Demonstrates the ability to self reflect and is able to apply

these skills to practice.

Negotiates learning outcomes for the placement with the

clinical educator.

Aware of personal needs related to practice and learning

Undertakes responsibility for own personal and professional

development.

Requests assistance when needed and responds positively to

feedback / constructive criticism.

Develops and implements a plan of action in response to self

evaluation , reflection and feedback

4 Exemplary personal professional behaviour

practice within the legal and ethical boundaries of the

physiotherapy profession and exercise a professional duty of

care

Demonstrates ethical, legal and moral professional attributes in

all areas of physiotherapy practice in accordance with the CSP

Rules of Professional Conduct, HPC Standards of Proficiency

for Physiotherapists and Standards of Conduct Performance

and Ethics and local policies and procedures.

Manages and organises professional practice effectively.

Complies with the health and safety policies of the unit /

service / trust.

Observes infection control policies of the unit / service / trust.

Observes appropriate dress code and identification badge

Demonstrates professionalism in interactions with colleagues,

clients and members of the multidisciplinary team.

Exercises a professional duty of care ( student could mirror this

although cannot legally be asked to take this level of

responsibility)

Acts within boundaries of professional competence

Undertakes responsibility for own personal and professional

development.

6 Effective contribution to collaborative working

work collaboratively with service users, carers and colleagues

and when appropriate make effective contributions to

interprofessional teams.

Work collaboratively with service users and carers

Communicates effectively with colleagues and members of the

multidisciplinary team.

Demonstrates awareness of personal role and those of other

professional groups both individually and as part of a Multi

professional team.

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Performance Indicators 8 Undertakes appropriate assessment of needs

gathers relevant information and select and use appropriate

assessment techniques

Identifies and analyses the client’s problems independently

from clear and succinct assessment.

Demonstrates practical skill in the implementation of the

assessment.

Effectively justifies the choice of assessment process; this

may require physiotherapy profession specific assessment or

as first point of contact within a professional team

10 Sets realistic plans and strategies to meet needs

negotiate realistic goals in collaboration with service users

and their carers and determine appropriate physiotherapy

plans based on the evidence base of practice and problem

solving skills

Negotiate realistic goals in collaboration with service users

and their carers based on diagnosis, assessment, test

results, knowledge and clinical reasoning

Links outcome measures with treatment goals

Determine appropriate physiotherapy plans based on the

evidence of practice and problem solving skills

Refers to other professionals when physiotherapy

intervention is not appropriate or requires multi disciplinary

approach

Written reports set out logically with no omissions

12 Safe and effective application of therapeutic

techniques

select and apply safely and effectively therapeutic exercise,

manual therapy and electrotherapies as appropriate to

alleviate symptoms and promote function.

Select and apply safely and effectively therapeutic exercise,

manual therapy, electrotherapies, and hydrotherapy as

appropriate to alleviate symptoms and promote function

Demonstrates the implementation and performance of

therapeutic skill.

Shows application of initiative and innovation in practice

Aware of the effects of therapy, the indications and

contraindications of treatment and applies these effectively to

the individual presentation of the client / patient.

Demonstrates safety and awareness of issues of safety,

applies these to practice.

Justifies the decisions made with critical use of the best

available evidence to support the decision

14 Monitors and reviews quality of service

monitor and review the quality of practice and contribute to

the generation of data for quality assurance and

improvement purposes.

Monitor and review the quality of practice

Contribute to the generation of data for quality assurance

and improvement purposes

9 Analysis, reasoning and decision making are effective

analyse and evaluate information collected and through

effective clinical reasoning create a suitable problem list

Seeks appropriate supplementary information, accessing other

information records, test results, with clients consent

Demonstrates clinical reasoning skills

Analyse and evaluate information collected to synthesize a

suitable problem list agreed with service users and their carers

Applies background knowledge and understanding of

pathology, assessment strategies, diagnosis, prognosis and

psychosocial issues in the formulation of realistic treatment

objectives for the individual client / patient.

Evaluation and the objectives / treatment goals informed by

critical use of the best available evidence.

Written reports set out logically with no omissions

11 Selects, implements and manages appropriate

interventions

select, implement, manage and adapt physiotherapy

interventions aimed at the facilitation restoration and

maintenance of movement and function

Shows application of initiative and innovation in practice

Shows awareness of the effects of therapy, the indications and

contraindications of treatment and applies these effectively to

the individual presentation of the client / patient.

Demonstrates safety and awareness of issues of safety,

applies these to practice.

Discusses physiotherapy intervention and expected outcome

Demonstrates evidence of re-evaluation; treatment

modification and continued planning of management.

Justifies the decisions made with critical use of the best

available evidence to support the decision

13 Evaluates planned interventions

evaluate planned interventions and activities using recognised

outcome measures and revise the plans in collaboration with

the service user

Evidence of re-evaluation; treatment modification and

continued planning of management.

Use of recognised outcome measures to evaluate practice

Evidence of collaboration with service users and carers in the

evaluation of interventions

Written reports set out logically with no omissions.

15 Establish and maintain safe practice to minimise risk

demonstrate understanding of the need to establish and

maintain a safe practice environment and minimise risk to the

service user throughout physiotherapy assessment and

intervention

Demonstrates safety and awareness of issues of safety,

applies these to practice.

Complies with the health and safety policies of the unit /

service / trust.

Evaluation and the objectives / treatment goals informed by

critical use of the best available evidence

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PLACEMENT REVIEW Form PM6 Student Name: Placement :

Strengths demonstrated on placement

Areas for further development

Communication

Professional behaviour

Assessment Reasoning and intervention

Monitoring and Evaluation

Managing Risk

Educator Signature: (& print name)

Student Signature:

Date:

Academic Staff only:

Summary of Outcomes Achieved