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Faculty of Health and Human Sciences

School of Health Professions

BSc (Hons)

Physiotherapy

Placement Education Handbook

Revised August 2017

1

Placement education handbook P a g e | 2

PLEASE NOTE:

All the information in this Handbook is correct at the time of printing. Courses are regularly reviewed and updated so details may change. Occasionally, a module listed in the Handbook may be replaced or withdrawn.

Plymouth University is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the University interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.

1 Welcome and Introduction


If you require any part of this publication in larger print, or an alternative format, please contact:

Mrs Samantha AinsworthFaculty of Health, Education and SocietyPlymouth UniversityPeninsula Allied Health CentreDerriford RoadPlymouthPL6 8BH

Contents1 Welcome and Introduction....................................................................................3

1.1 Introduction................................................................................................................7

1.2 Useful contacts and numbers....................................................................................8

2 Overview of the Physiotherapy programme........................................................112.1 Programme philosophy............................................................................................11

2.2 Aims of the Programme...........................................................................................11

2.3 Learning and Teaching............................................................................................11

2.4 Teaching and Learning Strategies...........................................................................15

2.5 Programme Revalidation.........................................................................................16

2.6 Module Content.......................................................................................................16

2.7 Summaries of Module Content................................................................................17

2.8 Assessment Strategy...............................................................................................28

3 The Placement Experience.................................................................................313.1 Placement Education Management – Roles and Responsibilities..........................33

3.2 Placement Support- Electronic Resources..............................................................35

Figure 3-1: Electronic placement resources.......................................................................36

3.3 Stages of Practice Placement Organisation............................................................37

3.3.1 Pre-placement..................................................................................................37

3.3.2 During the placement.......................................................................................38

3.3.3 At the completion of the placement:.................................................................40

3.4 Placement Induction and Orientation.......................................................................42

3.5 Placement Documentation.......................................................................................44

3.5.1 Learning contract..............................................................................................44

3.5.2 Placement reflection.........................................................................................44

3.5.3 Documentation for submission.........................................................................44

3.5.4 Verifying Placement Marks...............................................................................44

3.5.5 Placement Document Checklist........................................................................45

3.6 Documentation of hours completed during the placement......................................46

3.7 Sickness..................................................................................................................46

3.8 Placement Assessment...........................................................................................48

3.8.1 Pass/ Fail criteria..............................................................................................49

3.8.2 Assessment Processes....................................................................................49

3.8.3 Assigning marks...............................................................................................49

3.8.4 Further information on assessment..................................................................50

3.8.5 High performing students.................................................................................50


3.9 Placement support...................................................................................................52

3.9.1 Placement support process..............................................................................52

3.9.2 Additional support mechanisms........................................................................53

3.10 What if a Placement Educator is concerned about some aspects of a student’s practice?.............................................................................................................................54

Figure 3-2: Support for Weak and Failing Students on Placement: Action Plan................55

3.11 Other placement issues...........................................................................................56

3.11.1 Student feedback..............................................................................................56

3.11.2 Health and safety risk assessment and accident reporting..............................56

3.11.3 Occupational Health.........................................................................................56

3.11.4 Supporting students with disabilities.................................................................56

3.11.5 Lone working....................................................................................................57

3.11.6 Arrangements for students who need to repeat a placement...........................57

3.12 Frequently asked questions.....................................................................................58

4 Role development of Placement Educators........................................................605 Appendices.........................................................................................................62

Appendix 1: Placement timesheet......................................................................................62

Student Experience Record Sheet............................................ BSc (Hons) Physiotherapy62

Appendix 2: Placement assessment record booklet..........................................................64

Appendix 3: Placement Assessment Guidelines- Year 1...................................................77

Appendix 4: Placement assessment guidelines year 2......................................................90

Learning Outcomes and Marking Criteria..................................................................92Appendix 5: Placement assessment guidance- year 3 (PHY321)....................................103

Learning Outcomes and Marking Criteria................................................................105I. Interpersonal skills and Professional Behaviour...................................................105

Appendix 6: Placement assessment guidance- year 3 (PHY324)....................................116

Learning Outcomes and Marking Criteria................................................................118I. Interpersonal skills and Professional Behaviour...................................................118

Appendix 7: Placement risk assessments........................................................................130

Appendix 8: Recommended texts.....................................................................................133


1.1 IntroductionThis Placement Education handbook provides essential reference information related to the practice placement elements of the BSc (Hons) Physiotherapy programme at Plymouth University. This handbook has been written for the Placement Educator, the students as well as the staff at the University.

The programme is based in the School of Health Professions and has a philosophy that values inter-professional working, education and practice. Within the first year of study in particular, students learn alongside others from Optometry, Speech and Language Therapy, Occupational Therapy, Podiatry and Dietetics programmes. Opportunities for further shared learning with other Health Professions and medicine will be available in later parts of the programme. The placement itself is where students from different programmes and professions should meet each other and learn from each other and with each other.

The School of Health Professions is committed to academic quality in learning and teaching and to health care research. There is an active Research Development Unit and academic staff are involved in the creation and dissemination of knowledge related to improving patient care and health services in a range of contexts. There are opportunities for graduates with high honours awards from this programme to apply for full time PhD studentships in the Faculty on completion of the programme.

A key philosophy of the programme is the use of Problem Based Learning for its curriculum delivery. This approach aims at developing engaged practitioners who are equipped for the challenges of lifelong learning.


1.2 Useful contacts and numbers

Physiotherapy Programme Administration:

Mrs Samantha AinsworthFaculty of Health, Education & SocietyPlymouth UniversityPeninsula Allied Health CentreDerriford Road, Plymouth PL6 8BH

Telephone: 01752 [email protected]

Office Hours: 9.00-16.00

Physiotherapy Programme Lead

Alec RickardFaculty of Health, Education & SocietyPlymouth UniversityPeninsula Allied Health CentreDerriford Road, Plymouth PL6 8BH


Physiotherapy Placement Co-ordinator

Gemma QuinFaculty of Health, Education & SocietyPlymouth UniversityPeninsula Allied Health CentreDerriford Road, Plymouth PL6 8BH


Professional Lead for Physiotherapy

Heather HunterFaculty of Health, Education & SocietyPlymouth UniversityPeninsula Allied Health CentreDerriford Road, Plymouth PL6 8BH



mailto:[email protected]




Physiotherapy academic staff:Clinical Team Members:

Claire HornsbyPAHC SF2401752 [email protected]

Susan MayPAHC GF1601752 [email protected]

Christie RobinsonPAHC SF2401752 [email protected]

Programme staff:Dr Erin ByrdPAHC FF1201752 [email protected] Chris ByrnePAHC GF1601752 [email protected] Dr Lisa BunnPAHC FF1401752 [email protected] Liz CandyPAHC SF2501752 [email protected] Denton PAHC SF3301752 [email protected] Kath DonohuePAHC FF1401752 [email protected] Prof. Jenny FreemanPAHC FF2101752 [email protected] Fiona McLeodPAHC FF1801752 [email protected] RobinsonPAHC SF2401752 [email protected]

Library contact numberhttps://www.plymouth.ac.uk/student-life/your-studies/library

01752 [email protected]





https://www.plymouth.ac.uk/student-life/your-studies/library

https://www.plymouth.ac.uk/student-life/your-studies/library













Learning support, Health & Wellbeing Services https://www.plymouth.ac.uk/student-life/services/learning-gatewayStudent Counselling 01752 587676


https://www.plymouth.ac.uk/student-life/services/learning-gateway

https://www.plymouth.ac.uk/student-life/services/learning-gateway

2 Overview of the Physiotherapy programme

2.1 Programme philosophyLearning and teaching in the School of Health Professions is underpinned by a set of principles outlined so that our students should become responsible and reputable professionals who:

practise competently, safely and effectively engage in practice that is firmly evidence based deliver service user, client or patient led services work flexibly and are responsive to national, regional and local need are highly reflective work collaboratively with others contribute to professional knowledge throughout their career value anti-discriminatory and anti-oppressive practice operate within the ethical guidelines of their profession

A prime objective of the programme is that Plymouth University physiotherapy graduates should have well developed practical skills, underpinned by the necessary theoretical and research basis. Central to this development is the commitment of sufficient time during university based modules to allow students to reach high standards in practical areas.

The programme team is committed to the education of students for lifelong learning. Students will gain the knowledge, skills, abilities and personal qualities to function autonomously and flexibly and to continue to develop as an effective practitioner and member of the multidisciplinary team in the ever-changing health care environment. Central to this development is the use of a problem based learning curriculum for the physiotherapy specific elements of the course.

The programme uses a pattern of interspersing university-based education with practice placements throughout the three years of the course. This is aimed at integrating clinical practice with theoretical underpinning and enhances the development of a reflective practitioner.

2.2 Aims of the ProgrammeThe programme is intended to:

1. Produce practitioners who are able to practise physiotherapy competently and safely upon graduation in a variety of service and practice settings. 2. Develop the full range of generic, graduate and transferable skills in every student. 3. Create reflective practitioners who are able to identify personal and professional goals for continuing professional development and lifelong learning.4. Promote enquiring practitioners with the necessary clinical reasoning skills to identify, implement and inform best available practice. 5. Encourage students to develop autonomy and accountability.6. Generate physiotherapists who are fit for purpose, fit for award and fit to commence employment as a physiotherapist.

2.3 Learning and TeachingThe overarching philosophy of the programme is the use of a problem based learning (PBL) curriculum for all the physiotherapy specific elements of the course. PBL is an approach that involves presenting students with problems typical of practice to provide a basis for learning

Programme overview P a g e | 10

in small tutor led groups (Matheson and Haas, 2010). This encourages collaborative learning with peers; discussion and setting of learning objectives which encourages self-directed learning which is essential for lifelong learning. PBL offers clear advantages for student health professionals by developing independent thinking, encouraging responsibility for learning, a questioning approach, team working skills, strong professional identity, understanding complex ideas and deep learning (Westcott et al 2010).

PBL is an established educational approach, which has been used in medical education since the 1960s. It is now used in a number of Medical Schools in the UK, including the Peninsula Medical School at Plymouth/Exeter/Truro. In physiotherapy education PBL has been introduced in a number of accelerated physiotherapy programmes. A number of undergraduate physiotherapy programmes utilise elements of PBL

PBL is based within cognitive educational psychology and suggests that the learner is an active participant in the learning process, rather than a passive recipient of knowledge (Haith-Cooper, 2000).

PBL claims to:• Improve integration of theory and practice• Engender lifelong learning skills• Produce deeper learning• Make learning more fun• Produce exam outcomes at least as good as traditional methods• Prepare students well for clinical practice

PBL uses active participation of every student in small group tutorials and practical skills classes and in self-directed study. Continuous feedback is provided in these classes. At the end of each case study cycle there will be formative feedback and opportunity for reflection about the student’s learning and their contribution to the whole group.

Within the PBL structure, simulated case scenarios form the focus of learning for each of the physiotherapy specific university based modules. The complexity of the problems increases as the students progress from level one to three of the programme.

What happens in a PBL tutorial may vary from group to group and from week to week. However, the experience of students should be comparable and therefore the following format is used:

The Seven step process requires the student group to: clarify terms from the clinical scenario provided identify the problem or issues arrange possible explanations set learning objectives undertake individual study share and integrate the knowledge gained and evaluate this knowledge in relation to the scenario

(David & Patel 1995; Barrow et al, 2002)


Developing case scenarios

The simulated clinical problems are predominantly built around the three core areas that are central to physiotherapy practice involving the management of patients with musculoskeletal, cardio-respiratory and neurological problems. Each problem integrates biological, physical, behavioural, social and clinical sciences underpinned by evidence-based practice, reflective thinking and clinical reasoning, and health promotion and injury prevention. It also incorporates exploration and discussion of the roles of the members of the multi-disciplinary team. Therefore, PBL encourages inter-professional learning throughout the programme.

The development of case scenarios is a key element of the PBL approach and it is vital to get the case scenarios right. The case scenarios of the BSc (Hons) Physiotherapy at Plymouth should contain the following six elements. It should therefore be possible to construct learning outcomes from all of these elements:

Anatomy and physiology relevant to the case scenario. Pathology, clinical signs and symptoms relevant to the case scenario. Management of the patient. This should include physiotherapeutic management as well

as management by the multi-disciplinary team. Psychosocial aspects. Professional issues. Research aspects.

The following diagram provides content examples within the above elements from a case of a person with acute low back pain:


Musculoskeletal / Problem No 1:


A person who has acute low back pain – with

referred leg pain

AnatomyAnatomy of the lower quadrant (Lumbar, sacral, thoracic): neuro/musculoskeletal/ vascular Hip DiscSI jointBiomechanics

Physiology

Healing process (acute/chronic/recurrent pain)Pain mechanisms – peripheral and centralReferred painSomatic painPain inhibition/spasms

Pathology

Signs and symptomsMechanical and non mechanical problemsDifferential diagnosis (e.g. Disc degeneration and terminology, OA, CaSpondylolisthesis, - osis, - it is, stenosis, claudication, Value of investigationsInfectionsAS / inflammatory disease

Skills and management

Basic assessment – including red flagsClinical reasoningNeurological assessmentIntroduction to McKenzie and Maitland conceptsSwiss BallCore stability Pilates PostureGraded exerciseTENS/IFHeat/coldRole of medicationRole of acupunctureNegotiated goal-settingErgonomic assessmentPathways for non respondersManaging acute as well as

chronic conditions

Research issuesSystematic reviews and Cochrane database: limitations of theseRole qualitative v quantitative researchEvidence for surgery / epiduralsUK BEAM trialBuchbinder – NSW, Australia

Professional Issues

Clinical standards and guidelines (e.g. CSAG and Dutch guidelines)

MDT

Pain Management Programmes

Health Improvement Programmes

Use of educational leaflets e.g. The Back Book

Psychosocial aspects

Concerns re diagnosisAssessment of ‘yellow flags’Use of questionnairesCommunication skillsDealing with anger and non-complianceFear (of movement)Return to work issues – including benefits, role of voluntary workEthnicity, religion, victims of abuse / torture

2.4 Teaching and Learning StrategiesWhilst the overarching philosophy of the programme is based around PBL, students engage in a range of learning activities as part of their study programme. The programme is designed to use a range of teaching and learning strategies in an adult learning environment, so that students can develop undergraduate skills and a suitable knowledge base in preparation for professional practice.

The programme strategy encourages reflection, self-development, self-direction and critical thinking. In addition the strong emphasis on practical skill development is crucial to the effectiveness of the physiotherapist as a practitioner. The opportunity to practise these skills and being assessed in the competent use of these skills is essential and is supported by frequent feedback to the students.

Core student activities include:

Lectures: Formal presentation by speakers to a class. Lectures will be used to outline an area and highlight key issues, concepts and factual information. A variety of media and methods may be used including powerpoint slides and coloured graphics to aid intellectual stimulation and discussion. Copies of all electronic learning materials, such as powerpoint presentations, will be available to students to download and print in a relevant colour and print size to suit their individual learning requirements. The content of lectures will be evidence based, drawing on relevant and recent reference material, largely published within the last five years.

Practical workshops: Tutor led sessions where small groups of students contribute to discussion and perform practical tasks, allowing for more detailed coverage and the development and demonstration of practical skills.

Problem solving: Opportunities to solve problems will be offered in the practical workshops and case study discussion sessions, designed to promote exploration of a topic and communication skills within a team context.

Reading: Students are expected to read around the module teaching and learning resources provided. Students may be offered pre-course reading and each module offers recommended readings, listed on the DMRs.

Observation: Videos may be incorporated as part of the formal lecture presentations.

Informal discussions: This is an important element of learning that will take place during the workshops, as well as by on-line discussion between learning blocks.

Self-directed reading and evaluation of current research papers: Each lecture, workshop or seminar will be supplemented with core reading material in addition to the pre-course material provided. Relevant references will be provided to enable students to access papers from the Library website.

Tutorials: Students will meet with supervisors or module teachers to discuss particular issues in more depth. For the research dissertation, the project group will be allocated an individual supervisor to support and advice in the conduct of the project/dissertation. Detailed guidance on this process is included in the relevant module handbooks

Problem based Learning: Case studies may be used to trigger discussion and debate within small groups. This enables participants to develop critical appraisal skills in reviewing relevant material from a wide range of multi-professional settings.


Experiential Learning some learning is ‘personal/experiential’ as opposed to ‘propositional’ or ‘practical’ – that is it is specific to each individual and arises through the facilitated engagement in, and reflection, on structured experiences.

E–learning: see above in respect of resources. Additional e-learning modules and resources are being developed to enable access to blended learning for all students.

Personal Development Planning; Enabling students to review their experiences, assess their learning needs, and plan their education and learning with support from the relevant programme team members.

2.5 Programme RevalidationThe BSc (Hons) Physiotherapy programme was successfully revalidated in 2013. From September 2013, students entering the programme will undertake a course of study which has builds on the many strengths of the current programme. However, changes to the programme have also been undertaken to reflect developments and opportunities within the profession as well as feedback from students, placement educators and employers of physiotherapy graduates. The key changes within the programme include:

Developing the skills in prescribing, facilitating and evaluating exercise in a range of settings Focus on health promotion as a core area of practice Changes to timing of delivery of core anatomy and physiology content so that all students

cover (and are examined) in all the key joints by the end of year 1. Providing further opportunities for students to develop their leadership and employability skills Integrating complex case scenarios in year 3 to consolidate knowledge and reflect the

complexity of current practice in acute care settings.

2.6 Module ContentModules are organised to develop students’ skills, knowledge and abilities incrementally through the programme. The students undertake physiotherapy specific modules focussed around core topics in musculoskeletal, neurological and cardio-respiratory practice in each year of study, however, students are encouraged to make links between areas and consider their learning in its totality rather than maintaining the subject areas as discrete topics. These modules are complemented by foundation modules in year one, emphasising basic knowledge and skills required for all aspects of professional development and basic physiotherapy practice.

In years two and three, modules are also included with a focus on interprofessional working as well as wider areas of physiotherapy practice and research design and methodology. The research aspect of the programme culminates in students undertaking a group research project, which includes primary data collection, analysis and presentation.

A diagram showing the organisation of module through the academic year is included in page Error: Reference source not found, and a brief summary of module contents follows. Further information may be obtained by contacting the relevant programme contact- details are on page 7.


2.7 Summaries of Module ContentThe tables below summarise the module content for each student

Year 1 Module Summaries

MODULE CODE: PHY111 MODULE TITLE: Inspiring Health and Exercise

CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: B160SHORT MODULE DESCRIPTOR: This module introduces students to the principles of exercise physiology and prescription in promoting health as well as the concepts of health behaviour and the influence of psychological and societal factors. Students will also gain knowledge of key health drivers that influence public health policy. Summary of module content:Concepts of health, models of health behaviour, strategies for health promotion and political, ethical and organisational issues. Physiology and types of exercise, principles of exercise prescription, collaborative goal setting, current guidelines and barriers to exercise.

MODULE CODE: SOHP103 MODULE TITLE: Functional Human Anatomy and Physiology

CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: B100SHORT MODULE DESCRIPTOR:

This module is designed to introduce students to the fundamentals of human anatomy and physiology relevant to professional practice for Podiatrists and Physiotherapists. Summary of module content:Form and function of the musculoskeletal system, the nervous system, the endocrine system, the cardiorespiratory and cardiovascular system. Biomechanics and neural control of movement and gait.

MODULE CODE: SOHP101 MODULE TITLE: Preparation for Practice CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: B900SHORT MODULE DESCRIPTOR: This inter-professional module will introduce students to professional practice and the inherent standards expected of them. The characteristics and identity of allied health professionals, as evidence based practitioners, will underpin learningSummary of module content:Preparing for practice placement: to include mandatory trainingLearning to learn: study skills, IT literacy and ‘academic’ writing, e-portfolio, reflective practice Standards of conduct, performance and ethics (HCPC)Consent and Mental capacityProfessionalism: professional behaviours in and out of the workplacePrinciples of decision-making Managing information (Information governance): sharing and protecting information Health Informatics and emerging technologies Interpersonal Skills/Communication: verbal/non-verbal and paralinguistic skillProfessional communication: paper and electronic (digital) to include legal requirements Digital Professionalism: social networks and digital communication Contemporary policy supporting Health and Social CareCaring for people: psychological and sociological dimensions of healthcare Inter professional working, teamwork, leadership and followership Evidence based practice


MODULE CODE: PHY112 MODULE TITLE: Neuromusculoskeletal physiotherapy

CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: B160SHORT MODULE DESCRIPTOR: This module introduces the students to physiotherapy practice in the area of neurological and musculoskeletal rehabilitation. Simulated case scenarios will facilitate the students’ learning of physiotherapy practice related to specific conditions in these areas.Summary of module content:Through simulated case scenarios (which will include a range of neurological and musculoskeletal conditions, including both spinal and peripheral conditions) the students will cover relevant anatomy, physiology and pathology (e.g. nervous system, movement control, inflammation, plasticity).Physiotherapy skills (e.g. assessment, balance and gait training, mobilisation, patient handling, stretching)Patient management by a multidisciplinary team (e.g. prioritisation, delegation, shared working)Professional issues: (e.g. multi agency working, National Service Frameworks and Guidelines, record keeping, litigation)Psychosocial aspects: communication, function/activity/participation, unclear diagnosisResearch skills and evidence based practice: (e.g. evidence for cueing strategies)

MODULE CODE: PHY113 MODULE TITLE: Applied movement science

CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: B160SHORT MODULE DESCRIPTOR: This module introduces students to understanding and assessing the biomechanics of human movement and builds on the basics of anatomy and physiology. Using a mixture of learning and teaching methods, further areas of movement science and functional anatomy are explored, including kinematics, kinetics, posture, proprioception, neuromuscular control and gait in relation to common functional and postural deficits.Summary of module content:

Functional anatomy and movement analysis of human movement and gait Principles of biomechanics including kinematics and kinetics Biomechanics of normal gait pattern Posture, neuromuscular control, proprioception and core stability assessment Clinical skills e.g. therapeutic handling, goniometry, movement assessment,

palpation and clinical gait analysis Assessment and prescription of mobility aids

MODULE CODE: PHY114MODULE TITLE: Cardiorespiratory Physiotherapy 1

CREDITS: 10 FHEQ LEVEL: 4 JACS CODE: B160SHORT MODULE DESCRIPTOR:This module introduces students to cardiorespiratory physiotherapy practice. Simulated case scenarios will facilitate the students’ learning of physiotherapy related to specific patient problems encountered in this area of physiotherapy practice e.g. Chronic Obstructive Pulmonary Disease (COPD).Summary of module content:


Through PBL scenarios, the students will experience the Physiotherapy management of a caseload of three patients with differing severities of COPD. Patient 1 is stable at home with moderate COPD and is attending pulmonary rehabilitation. Patient 2 has severe end-stage COPD and is receiving end of life care in the community. Patient 3 has been admitted to hospital following an acute exacerbation of COPD. To support the student’s learning, key lectures will be provided on topics such as pathophysiology of COPD, NHS framework and commissioning, cardiorespiratory assessment, evidence based Physiotherapy management, medical management, type I and type II respiratory failure, acute admission, discharge planning and early supported discharge. Equally, the students will have the opportunity to learn and develop their cardiorespiratory assessment and treatment skills in practical sessions. The practical sessions will include, assessment skills and tailoring these skills for stable and acute patients, chest x-ray interpretation, spirometry, Physiotherapy management strategies e.g. pulmonary rehabilitation, self-management, Tai Chi, airway clearance techniques, positioning, non-invasive ventilation, CPAP, oxygen therapy and IBBP.

MODULE CODE: PHY115 MODULE TITLE: Clinical Education Placement Year 1

CREDITS: 10 FHEQ LEVEL: 6 JACS CODE: B160SHORT MODULE DESCRIPTOR: This is the first four week clinical education placement. The students will be in direct contact with patients under the supervision and guidance of a clinical educator. This module includes pre-placement preparatory workshops.Summary of module content:Four week clinical education placement. Integration of knowledge, skills and attitudes specific to the core areas of practice or other speciality areas of practice


Year 2 Module Summaries:

MODULE CODE: PHY216 MODULE TITLE: Musculoskeletal Physiotherapy 2

CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: B160

SHORT MODULE DESCRIPTOR: This module builds on the knowledge and skills developed in musculoskeletal physiotherapy in year one. The module covers further areas of theory and practice in the aetiology, assessment, differential diagnosis and management of musculoskeletal disorders in the upper quadrant, cervical and thoracic spine.

Summary of Module Content Functional anatomy and biomechanics of the upper quadrant, cervical and thoracic

spine. Posture assessment, neuromuscular control, proprioception and core stability. Clinical skills e.g. mobilisation, therapeutic handling, goniometry, normal movement,

palpation and exercise prescription. Physiotherapy assessment and management skills utilised in musculoskeletal

conditions (e.g. clinical reasoning, differential diagnosis, exercise therapy, manual therapy, electrotherapy)

IT and e-learning skills; wikis, literature searching, Research skills and evidence based practice.

MODULE CODE: PHY217 MODULE TITLE: Cardiorespiratory Physiotherapy 2


SHORT MODULE DESCRIPTOR:

This module builds on the knowledge and skills developed in cardiorespiratory physiotherapy in year one and covers further areas of practice in cardiorespiratory and cardiovascular rehabilitation. Simulated case scenarios will facilitate the students’ learning of physiotherapy related to specific patient impairments. Students will analyse the impact of these on activity and participation restrictions.

Summary of Module Content Through stimulated case scenarios (which will include a range of cardiorespiratory/cardiovascular conditions) the students will cover the relevant areas of:

Anatomy, physiology and pathology (e.g. control of continence, mucocilary escalator, ventilation/perfusion, arterial blood gases)

Physiotherapy skills and approaches utilised in cardiorespiratory physiotherapy (e.g. clinical reasoning, sputum clearance, mini tracheostomy, pelvic floor muscle training)

Patient management by the inter professional team Professional issues (e.g. working within the inter professional team, specialist clinics) Psychosocial aspects (e.g. function, activity, participation, genetic counselling,

adherence, occupation, family and social roles, terminal care) Research skills and evidence based practice (e.g. systematic reviews, outcome

measures) E-learning and IT skills (e.g. wiki, literature searching)


MODULE CODE: PHY218 MODULE TITLE: Neurological Physiotherapy 2



This module builds on the knowledge and skills developed in neurological physiotherapy in year one and covers further areas of practice in neurological rehabilitation. Simulated case scenarios will facilitate the students’ learning of physiotherapy related to specific patient impairments. Students will analyse the impact of these on activity and participation restrictions.

Summary of Module Content Through stimulated case scenarios (which will include a range of neurological conditions) the students will cover the relevant areas of:

Anatomy, physiology and pathology (e.g. myelination and demyelination, cns vs pns pathology, spasticity and spasm, fatigue in neurological conditions)

Physiotherapy skills and approaches utilised in neurological physiotherapy (e.g. clinical reasoning, manual muscle testing, PNF, assessment and provision of simple gait orthotics, therapeutic handling, seating and wheelchair provision and use)

Patient management by the inter professional team Professional issues (e.g. working within the inter professional team) Psychosocial aspects (e.g. activity, participation, disease progression/ transition,

occupation) Research skills and evidence based practice (e.g. systematic reviews, outcome

measures)E-learning and IT skills (e.g. wiki, literature searching)

MODULE CODE: PHY220 MODULE TITLE: Ageing and independence



This module encourages students to consider elements of the aging process from a biological, psychological, social and environmental perspective; how these elements relate to the assessment process; and how to effectively utilize this knowledge in working with older adults. The role of physiotherapy in promoting independence and the provision of person centred rehabilitation strategies will be examined.

Summary of Module Content Through simulated case scenarios (falls / peripheral vascular disease & amputation) the students will cover relevant anatomy, physiology and pathology (e.g. anatomy of the cardiovascular system, physiology and psychology of aging, diabetes, peripheral vascular disease and dementia.

Physiotherapy skills utilised with peripheral vascular disease and amputees (exercise prescription, positioning, stump care, contracture prevention, PNF, transfers, bed mobility, and prosthetic prescription and gait rehabilitation.

Falls management by the multi-professional team including exercise prescription, education and advice, active aging and poly-pharmacy).


Professional issues (e.g. record keeping, consent , communication, settings, service delivery, National Service Frameworks)

Psychosocial aspects: (Pain, self-management, occupation, function/activity/participation, stigma, vulnerable adults and elder abuse,)

Research skills and evidence based practice (e.g. systematic reviews /national and international guidelines)

MODULE CODE: SOHP201 MODULE TITLE: Project Studies

CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: X210


This module develops knowledge and skills related to evidence-based practice and lifelong learning. The content is designed to enable the students to understand different research designs, to evaluate the research literature and to prepare them to undertake research at undergraduate level. Meets all or part of HCPC Standards of Proficiency: 2b.1, 3a.1

Summary of Module Content

Literature review Research methodology and statistics Ethics in a research project Quantitative and qualitative data analysis and hypothesis testing. Project management

The module is delivered through key note lectures and small group tutorials, supported by individual tutorials with potential research supervisors.

PHY219 Clinical Education Placement Year 2Level 5 –20 credits Module outcomes:

Communicate well with patients/clients/carers and members of the health and social care team

Complete, with guidance, effective examinations and assessments of patients’ problems, identifying and recognising their physical, psychological and cultural needs.

Apply the information gathered from the assessment data to prioritise, with guidance, problems in order to formulate a treatment /management programme taking into account appropriate contextual factors.

Demonstrate problem solving and clinical reasoning skills to plan, deliver and evaluate treatment /management programmes adopting a patient centred approach which takes into account the needs of individuals or groups.

Theory content: This is a practice placement and introduction to further theory will depend on nature

and setting of placement

Practical Skills:


Students work on the integration of knowledge, skills and attitudes specific to the core areas of practice or other speciality areas of practice under the supervision of experienced clinicians

Assessment: The placement is assessed by the placement educator, taking into account the

student’s performance over the five week placement.

Year 3 Module Summaries

PHY 321 Clinical Education Placement Year 3Level 6 –20 credits


Module outcomes: Communicate effectively and sensitively with patients/clients/carers and members of the

health and social care team Complete appropriate and effective examinations and assessments of patients’

problems, identifying and recognising their physical, psychological and cultural needs. Synthesise information gathered from the assessment data to prioritise problems in

order to formulate an effective treatment /management programme taking into account appropriate contextual factors.

Apply consistently problem solving and clinical reasoning skills to plan, deliver and evaluate treatment /management programmes adopting a patient centred approach which takes into account the needs of individuals or groups.

Critically evaluate and reflect on their examination, assessment, clinical reasoning and patient management skills

Theory content: This is a practice placement and introduction to further theory will depend on nature and

setting of placementPractical Skills:


Assessment: The placement is assessed by the placement educator, taking into account the student’s

performance over the five week placement.

PHY324 Clinical Education Placement: consolidation of Professional Practice

Level 6 – 10 credits

Module Outcomes

Act as an integral team member, demonstrating the ability to work safely and effectively within their scope of practice, including clinical workload management

Complete appropriate and effective examinations and assessments of patients’ problems, sensitively addressing their physical, psychological and cultural needs.

Consistently apply problem solving and clinical reasoning skills to plan, deliver and evaluate treatment /management programmes, adopting a patient centred approach which takes into account the needs of individuals or groups.

Demonstrate development of practice following critical evaluation and reflection on their patient management skills

Practical skills


Assessment

Achievement of competences in interpersonal skills and professional behaviour, organisation and management, patient examination and assessment, implementation of physiotherapy practice, learning behaviour. These competences are assessed by the placement educator, taking into account the student’s performance over the five week placement.

Portfolio Pass/ Fail

MODULE CODE: SOHP301 MODULE TITLE: Project


CREDITS: 20 FHEQ LEVEL: 6 JACS CODE: X210


Students will undertake and complete a short piece of research developed from the level 5 protocol which involves the collection and interpretation of a small amount of data. Findings will be presented in the format of a professional journal article and conference style presentation.


Students will undertake and complete a short piece of research developed from a protocol written in project studies. Students will carry out a group project which maybe inter-professional and involves the collection and interpretation of data using a research methodology of their choice. Findings will be presented in the format of a professional journal article written and developed by the group and an individual viva which includes a conference style presentation.

Critical appraisal of literature sources relevant to the research question. Data collection, critical appraisal of data collection, interpretation of data. Research report writing. Independent management during the research process. Team collaboration during the research process. Ethical implications of research and professional practice.

MODULE CODE: PHY322 MODULE TITLE: Complex Case Management



This module develops students’ critical evaluation of physiotherapy management within inter-professional teams across an array of patient pathways and settings (acute to community) building on knowledge from previous cardiorespiratory, neurology and musculoskeletal modules. Wider community and social reintegration aspects of complex case management will be explored and critically evaluated.

Summary of Module Content: Students will identify the role of physiotherapy within care pathways for patients with complex needs including multi-trauma, acquired brain injury and spinal cord injury. This will include the physiotherapy management of patients within intensive care and high dependency settings, and their rehabilitation in hospital and the community.

MODULE CODE: PHY323 MODULE TITLE: Enhancing physical activity



This module is designed to critically evaluate the strategies and management techniques for enhancing physical activity. Building on the students’ previous learning and experience, it will enable students to apply their knowledge to specific populations (for example, people with long term conditions or elite athletes), through a range of teaching and learning activities.

Summary of Module Content Through keynote lectures and workshops/practical skills sessions, students will cover the strategies and management techniques for enhancing physical activity and apply this to a specific population (for example, people with long term conditions or elite athletes). Examples include:

Motivation and adherence strategies Motivational interviewing/health beliefs model/stages of change model Cognitive behavioural therapy Adaptation of activity to specific populations, accounting for key biopsychosocial

differences Advanced critical appraisal skills ( including national/international guidelines, policies etc.) Variety of settings, services, roles and resources employed in enhancing physical activity

MODULE CODE: SOHP302 MODULE TITLE: Preparation for Professional Practice

CREDITS: 20 FHEQ LEVEL: 6 JACS CODE: N214

SHORT MODULE DESCRIPTOR: (max 425 characters)

This module provides students with the opportunity to apply management and leadership theory and underpinning principles of practice to identified areas of their chosen field which may benefit from quality enhancement.


Management and leadership theory Team work and leadership styles Quality enhancement methods Contemporary government drivers and policies Personal development planning, Professional practice issues, Health Professions Council Standards (Conduct, Performance and Ethics, Proficiency

etc.)

An example of a Physiotherapy Programme template can be found on the following page:



2.8 Assessment StrategyThe physiotherapy programme utilises a wide range of assessment modes within the programme, with an emphasis on assessing students using methods which will develop skills relevant for future practice. This includes written, oral and practical examinations, as well as the submission of a range of assignments. Details of the types of assignment associated with each module are included below.

Year 1

Module title Assessment

Inspiring health and exercise Essay Presentation

Functional Anatomy & Physiology Exam: MCQ & short answer questions

Preparation for Professional Practice Year 1 EssayReflective piece (portfolio)

Neuromuscular Physiotherapy ISPE Practical examination of physiotherapy skills and a viva to explore student’s theoretical knowledge and clinical reasoning

Applied Movement Science OSCE Observed Structure Clinical Exam

Cardiorespiratory 1 ISPE Practical examination of physiotherapy skills and a viva to explore student’s theoretical knowledge and clinical reasoning

Practice education Practice assessment


Year 2


Neurological Physiotherapy 2 ISPE Practical examination of physiotherapy skills and a viva to explore student’s theoretical knowledge and clinical reasoningEssay

Musculoskeletal Physiotherapy 2 ISPE Practical examination of physiotherapy skills and a viva to explore student’s theoretical knowledge and clinical reasoningMultiple Choice questions Exam

Cardiorespiratory Physiotherapy 2 ISPE Practical examination of physiotherapy skills and a viva to explore student’s theoretical knowledge and clinical reasoningCase Study

Ageing and Independence ISPE Practical examination of physiotherapy skills and a viva to explore student’s theoretical knowledge and clinical reasoningEssay

Project Studies Group written Research Protocol

Practice education Year 2 (20) Practice assessment


Year 3


Project Studies Group written report in form of journal research articleIndividual Viva

Placement 4/5 Practice assessment

Complex case Mix OSCE Observed Structure Clinical ExamWritten coursework

Enhancing Physical activity PosterPresentation

Placement 6 Practice assessmentPortfolio

Preparation for professional practice Essay


3 The Placement Experience

Clinical practice is a significant and essential component of the programme. Practice based learning experiences provide students with opportunities to encounter the complex environment of the clinical setting, and facilitate the development of socialisation into the professional role. Students apply their academic knowledge, enabling the development of skills such as critical thinking and practical competence.

Placement learning experiences are currently provided by a variety of NHS and a small but increasing number of non-NHS placement providers across the Southwest Peninsula. During the course of their programme, all students will usually be placed in a range of locations with placement providers throughout Devon, Cornwall and Somerset. This ensures experience is gained in a number of different placement organisations and localities, a factor which contributes to the professional development of the student alongside the development of clinical skills and expertise.

The placement education component of the programme extends over 30 weeks in total. Before students embark on clinical practice they will have had some preparation in each of the core areas of physiotherapy practice. Each student will complete six assessed placements, which will aim to offer a variety of experiences, both in speciality and working environment. At the end of the programme a student’s profile should include experience of the following:

Respiratory dysfunction- this can be found in a variety of placements e.g. cardiothoracics, general surgery, acute paediatrics, neurosurgery, medicine, pulmonary rehabilitation etc.

Neurological dysfunction- e.g. stroke units, neurological rehabilitation units, elderly care and community rehabilitation

Musculoskeletal dysfunction, one of which will include a placement in an out-patient setting. Other areas could include trauma, orthopaedics, rheumatology, elite sports and Ministry of Defence settings.

Specialist areas such as women’s health, adult learning disabilities, paediatrics, palliative care, burns and plastics, mental health etc.

A mix of working environments representative of current healthcare practice, such as acute hospitals, community units and teams, intermediate and primary care settings etc.

Placements may occur in any order, and it is important to realise that students will be gaining clinical education experience in a particular specialty at different points in their education. For example one student may be assigned to out-patients for their first practice placement whilst another may be on out-patients on placement six. Differences in performance would of course be expected and this is reflected in the learning outcomes for the placement. The flexibility that this approach offers is seen as a particular strength, as it allows students to develop a strong individual profile which is responsive to their personal and professional development needs throughout the course.

Placement information P a g e | 30

Placement learning is supported by a number of mechanisms at a Faculty and Programme Level. All placements are regularly audited and deemed suitable for the education of students. All placement areas have also agreed and signed the Practice Quality Development Division (PQDD) Workplace agreement prior to students attending placements. At a Faculty level, the PQDD provides a strategic lead for placement learning for all healthcare students. The Associate Head of School –Practice Learning consults with and works closely with the Professional Lead and Programme lead for Physiotherapy for all matters relating to Physiotherapy.


3.1 Placement Education Management – Roles and Responsibilities

Programme Leader

The Programme Leader is responsible for the day to day running of their programme, including the practice placement education elements. Part of the role of Programme Leader is to support and co-ordinate the activities of all members of staff for their programme. A programme leader may choose or have to delegate placement education co-ordination responsibility to a designated individual.

Placement Education Co-ordinator

The Placement Education Co-ordinator is responsible for the co-ordination of the clinical education component of the programme in collaboration and with the assistance of other staff. This element refers to all activities on placements in health and social care, private practice, sports and fitness industry and university linked clinics.

Specifically, the Placement Education Co-ordinator’s role is to:

Co-ordinate the placement education component of the programme in collaboration with administrative and other staff

Liaise when necessary with Trust Education Co-ordinators, Service Managers, Placement Development Teams or their representatives

Produce and regularly review relevant placement education documentation Liaise with other Placement Education Co-ordinators in the School, the Faculty and the

University as well as in the region and nationally, as appropriate Prepare students to optimise learning opportunities during practice placements; this will

include briefing and debriefing of students as appropriate Work with the Programme Leader Arrange and/ or conduct visits by (academic) staff to students on placement as and

when required Organise workshops for staff on visiting tutor role Organise initial development sessions for new placement educators Monitor suitability of placement educators and placements Co-ordinate placement audits (OQME) in line with Placement Quality Development

Division policies Liaise when appropriate with clinical/ educators and support them in their role Monitor student marks and reports from placement educators and where appropriate

present these at subject panels Report as appropriate and in relationship to placement activity to Programme

Committees and annual programme monitoring Represent the course and the University at relevant external events Review clinical education/ placement procedures and processes at regular intervals.


Physiotherapy Placement team – programme specific academic staff who may visit a student and educator (mentor) on placement

A member of the programme team will provide a link for each placement location in collaboration with the PDT. Their role is to provide programme specific support for the students and the placement educator/ mentor in addition to the Placement Development Team. This will include additional components relating to risk management, added value and targeted profession specific support. Once placement allocation has occurred, the programme team within the university will identify key areas and students for specific support. Further information is included on page 51

Programme specific visits may take a number of formats, and will be adaptable to the needs of the placement and individual educators and students. Examples of activities that may be undertaken to support placements include discussing developments of learning contracts, facilitating aspects of practice including reflection and clinical reasoning, working alongside educators and students in practice, discussing assessment and marking criteria and providing formative feedback.

Placement Educator(s)

Supervision for each placement will provided by a named placement educator, who will take overall responsibility for the running of the placement. However, it is highly likely that the day to day supervision and support of students on placement will be shared by a number of staff within the team where the student is placed. This shared responsibility may include feedback, assessment and pastoral support, as well as the day to day management of the placement.

Selection of Placement Educators

In selecting suitable educators to support placements, the CSP (2003)1 guidelines are adhered to. The following criteria apply.

Placement educators should:1. Have practised physiotherapy for at least two years.2. Have undertaken regular updating of knowledge and skills.3. Demonstrate a positive commitment to physiotherapy education.4. Attend a course to develop teaching skills, an understanding of learning styles and

assessment skills (including the giving of feedback).

1 Chartered Society of Physiotherapy (2003) Clinical Education Placement Guidelines – CE02. London CSP.


3.2 Placement Support- Electronic ResourcesThere are two key electronic resources related to placement organisation and administration: POPPI and ARC. The links between the resources are summarised below in Figure 3-1 (overleaf).

The Plymouth online practice placement information (POPPI) web site was established in recognition of the need for open access to a range of information and materials for our students in practice, those associated with supporting learners in practice and those with an interest in practice learning. Via the menu it hosts a range of information which prospective and current students, tutors, practice supervisors, mentors, educators or service users may find useful. The following information is currently available via POPPI:

Access to placement allocation information via ARC (password required, see below) Up to date programme handbooks, educator handbooks and programme information Information and application for educator training courses Online educator update and development materials Travel and accommodation information for students on placement University support information, including occupational health and disability assist ARC user guides Summary of mandatory training

We work with practice providers, staff and students to ensure that relevant information is available to all without the need to log in or to register. If you have any ideas for information that you would like to see on this site, please email: [email protected]

ARC is a web-based online placement management system that facilitates up to date information on student placements in a range of disciplines across the South West Region. The Faculty of Health has over 16 disciplines with 1500 placement opportunities, which amounts to approximately 13,000 allocations a year dispersed throughout the region (from Penzance through Avon, Gloucester and Wiltshire). ARC ensures our systems are more streamlined, efficient and beneficial for a wide range of users.

As a web-based system, ARC is available via any computer with an internet connection, ie. from home, the University or the Placement area. Authorised users will receive a username, password and training to access the system. If you are a Faculty of Health placement provider and do not have access to the system then please contact [email protected].

The ARC system consists of 2 distinct areas, Practice Environment Profile (PEP) and Placements on the Web (POW). The PEP is used by educators, both to post information about their placement area and to access details of the students allocated to placements. The POW is used by students to access details of their placement allocations and also to post placement feedback. Information about the key areas of ARC for both students and educators will be provided during placement/ educator preparation sessions, and user guides are available via POPPI.


POPPI

ARC

PEP POW

Educator resources

Educator Handbook

Training/ update info

Programme info

Student resources

Accomodation Travel/ Car sharing


http://www.plymouth.ac.uk/pages/view.asp?page=29785


http://www.plymouth.ac.uk/faculties/health/poppi

http://www.plymouth.ac.uk/faculties/health/poppi

Figure 3-1: Electronic placement resources


3.3 Stages of Practice Placement Organisation

3.3.1 Pre-placementUniversity responsibilities:

Profiling and allocation:The University is committed to facilitating students to develop a strong profile of practice placements which represent opportunities to gain experience in the key areas of practice. Once the availability of placements is established (normally on an annual basis); students will be allocated to appropriate placements. The needs of students who have exceptional personal circumstances will be considered, but the necessity to develop an appropriate profile for all students means that it is not possible to allocate according to personal preferences. Students are aware of this from the commencement of their programme, and are advised to contact their personal tutor if they feel they have exceptional circumstances that should be considered.

Placement notificationPlacement allocation details will be available on ARC a minimum of 14 weeks prior to the start of each placement for placement areas. The placement area is required to identify a Placement Educator and ensure that this information is available on the placement education profile (PEP). Placement information is released to students via ARC 10 weeks prior to the start of the first placement in the module. It is the responsibility of the student to arrange accommodation, where appropriate, with the support of the University.

Student responsibilities:Placement briefing:

A timetabled placement briefing by the physiotherapy practice placement team will be organised for the students before they commence their placements. This session is a valuable opportunity to facilitate the student’s preparation and to ‘set the scene’ for the forthcoming placement. Information such as contact mechanisms for placement support will also be covered, including placement development team information. The briefing also provides an opportunity to discuss areas of personal and professional development which will be followed up in the post placement debrief.

Personal tutorial:Prior to each placement block, students will be invited to meet with their personal tutor. This meeting will provide an opportunity for students to discuss their placement preparation, clarify any aspects they are unsure of and to highlight any specific support or pastoral needs that be required during the placement period.

Preparatory work:Prior to the placement start all physiotherapy students should: Be aware of the course assessment requirements and regulations relating to

clinical education. Ensure they have reviewed the learning outcomes for each practice placement

and identified their learning needs prior to the start of the placement. Ensure they review the details of their placement on ARC. This includes

establishing if there are any specific preparatory activities that are required. This may include mandatory training requirements as well as additional pre-placement preparation recommendations.

Ensure they have updated their knowledge and skills prior to the placement. Ensure they have made appropriate travel and/or accommodation arrangements.

The NHS Business Services Authority (NHSBSA) indicates that public transport should be used wherever possible, and you must investigate the options that are available. Information about accommodation can be found on Poppi


http://www2.plymouth.ac.uk/poppi .Please look under the folders “Travel and Accommodation Discussion Board” for the possibility of shared transport and under the “Accommodation” folder for links to the Homestay website and Trust information.

Ensure they complete the pre-placement preparation part of the placement assessment document, and submit this to their placement educators in a timely manner.

Contact with placement area:The student should contact the Placement two weeks before the start of the placement. This contact should set the scene for the placement and therefore be made in a timely and professional manner. Students should ensure that they submit their placement documentation and confirm first day reporting details, as well as any other specific aspects of the placement that need clarification FOLLOWING reading the information on ARC.

Financial supportStudents who receive a means tested bursary from the NHS Business Services Agency may be able to claim for a number of allowances and payment towards travel and accommodation costs. Further details can be found on the NHS Business Services Agency website. Students will be required to submit a monthly expenses form to the University. Following verification the claim will be forwarded to the NHS Business Services Agency for payment. Reimbursement will be received one month after your claim has been scanned by the NHS Business Services Agency. Blank bursary claim forms are available from programme administration

UniformsHealth students are usually be required to wear a uniform when attending placements. The Faculty of Health and Human Sciences supplies appropriate uniforms, but students should check on ARC for any specific requirements made by individual placement areas. Physiotherapy students are supplied with 2 tunics, 2 pairs of blue trousers and 1 polo shirt on admission to the programme; students are able to purchase further items should they wish to.

Placement Educator responsibilities:Prior to the start of the placement the placement educator should:

Ensure that they have reviewed the placement learning outcomes. Ensure that pre-placement information on ARC is correct Check student allocation details on ARC Be aware of the student(s) expected level of knowledge and skills. Ensure an appropriate caseload is prepared. Be aware of the course assessment requirements and regulations for practice

placements. Confirm any reporting details and any other specific requirements for the placement with

the student when they make contact. Prepare the placement, considering timetabled sessions (e.g. time with other members

of the multi-disciplinary team).

3.3.2 During the placementWhile developing an appropriate case load, the placement educator should provide opportunities to observe and provide feedback to the student. Opportunities for student experiences such as shadowing and observing relevant areas of clinical practice should also be utilised where appropriate. The student should make use of all learning opportunities during their placement. There will be formal as well as informal contact time between the student and placement educator and other relevant individuals. The PDT member will make


http://www2.plymouth.ac.uk/poppi%20.

contact with the placement area and ensure students are aware of mechanisms for accessing support. The program placement team will contact the placement educator to check on progress, and arrange a time for a placement visit if scheduled.

Student responsibilities:Students are expected to continue their active engagement in the learning process whilst on placement, and to act to the highest personal and professional standards at all times. This includes being appropriately prepared for the placement and engaging proactively in the daily activities of the placement.

During the placement all physiotherapy students should: Contact the placement as well as the university if they are sick or unable to attend

the placement. All absence must be recorded on the assessment form. Be aware of all departmental policies and procedures including accident, manual

handling, and health and safety policies. Students are required to ensure that their placement educator informs them of all local policies/procedures during their placement induction.

Ensure that time is arranged during the first week of the placement to enable the student to discuss their learning needs, negotiate learning agreement and learning outcomes with the placement educator.

Reflect on and evaluate their practice. (This includes completing the reflections within the placement documentation)

Utilise learning opportunities offered by the placement. Ensure that they adhere to the Health Professions Council Standards of Proficiency

at all times (HPC 2007)2. Ensure that they adhere to the rules of The Chartered Society of Physiotherapy’s

Rules of Professional Conduct at all times (CSP, 2002)3 and maintain professional behaviour and confidentiality.

Present their completed timesheet for the educator to verify & sign at the end of placement

Educator responsibilities: On the first day of the placement the placement educator should:

Ensure that the student(s) receive appropriate induction and are made aware of all departmental policies and procedures including: accident and emergency procedures, manual handling, health and safety policies. Each student should have a named person to contact in the event of their placement educator’s absence.

During the first week of the placement the placement educator should:

Discuss the student’s previous experience. Identify the student’s learning needs. Negotiate personal and local learning outcomes, which attempt to meet the individual

needs of the student(s) (taking into account any local constraints). Set learning outcomes through the completion of a negotiated learning agreement. Identify available learning resources. Facilitate the student’s integration into the department.

Throughout the placement the placement educator should:

Organise tutorial sessions and facilitate the student(s) learning.

2 . Health Professions Council Standards of Proficiency (2007) London 3 Chartered Society of Physiotherapy (2002) Rules of Professional Conduct. London: CSP.


Provide constructive feedback on a regular basis with timetabled feedback sessions. Take responsibility for the day to day management of the placement. Provide counselling and advice as appropriate. Provide opportunities for students to reflect on and evaluate their practice to facilitate

their continuing professional development. When appropriate meet the visiting university tutor during the placement. Undertake formative and summative assessment of the student during the

placement.

At the end of the placement the placement educator should:

Undertake the summative assessment within the last two days of the assessment, completing the relevant sections in the Placement Assessment Record Booklet. The placement educator should retain a copy of the completed Placement Assessment Record Booklet.

To verify the placement marks: on completion of the final marks and feedback, the clinical educator should email a copy of the placement assessment record booklet to the student and copy in [email protected] as way of verifying the placement marks. The emailed document does not have to include the student’s end of placement reflections. Please include the student’s name in the email subject box. This DOES NOT substitute the student’s submission of the Placement Assessment Record Booklet on Moodle.

University responsibilities:

A member of the physiotherapy programme team will be identified to act as the link between the university and the placement for each student placement.

During the placement the programme link will:

Make early contact to identify themselves and clarify plans for support during the placement

Undertake a review of the placement around the mid-way point. This will take the form of either a telephone call or an in-person visit (details of visiting process are included on page 51).

Act as a point of contact for any ongoing queries or feedback during the placement

3.3.3 At the completion of the placement:Student responsibilities:

Reflection and development planningThe Student should reflect on their learning and assessment feedback and complete the post placement reflection elements of the assessment form. The student should retain a copy of the assessment documentation for their portfolio and summarise their achievements and ongoing learning needs in preparation for their next placement.

Documentation submissionAll students must submit their placement documentation by the assignment deadline for each placement block. This includes placement assessment record booklet (submitted electronically) and placement timesheets to be submitted in paper format to programme administration (see programme handbook for details of hand in venues). The student may submit details of extenuating circumstances related to their ability to attend placement and/ or submit their placement documentation within five working days after the submissions date of the Placement Assessment Form. Further details of the extenuating circumstances procedure are available in the programme handbook.



Placement feedbackAll students are required to provide placement feedback for EACH placement they complete. Placement feedback is completed via ARC, using the ‘evaluation’ tab.

Placement debriefOn return to the University, students will be required to attend a placement debrief. This session will provide an opportunity for feedback, and to facilitate reflection and integration of placement learning into the academic setting. During the placement debrief aspects of professional development will also be addressed, such as developing reflective practice, drawing from the students and experiences whilst on placement.

Educator responsibilities: Educators are encouraged to reflect on their experience of facilitating each

placement as part of their own CPD activities The university values feedback from all those involved in placements. Educators are

encouraged to provide feedback to the university about any aspect of placements, either informally directly to the programme team, or formally by taking part in the annual educator feedback survey.

University responsibilities: Feedback and debrief

The university is committed to supporting all individuals involved in placements. Debriefs will be arranged for all students following each placement period, and will be offered to educators for any placement where this is identified to be helpful. Educators are welcome to contact the university to request a debrief at any time, regardless of whether the need for a debrief has been formally identified or not.

Verification of resultsPlacement assessment results are checked by a member of the programme team, and any anomalous results clarified. All results are then considered and verified by the relevant examination boards.

The above roles have been adapted from the Chartered Society of Physiotherapy’s Clinical Education Placement Guidelines (CSP, 2003)4.

4 Chartered Society of Physiotherapy (2003) Clinical Education Placement Guidelines – CE02. London CSP.


3.4 Placement Induction and OrientationA placement induction for the student, including health and safety issues, is a key part of the beginning of the placement. Prior to placement students will have received:

Occupational Health screening & immunisation Enhanced CRB check on admission to the programme. Students also sign a formal

declaration annually where they are required to disclose any criminal convictions Manual handling training Introduction to ‘therapeutic’ handling BLS training Safeguarding Children session Briefing sessions for practice placements, including

o roles and responsibilitieso assessment processes

Individual placement areas may have specific induction policies, which all students must comply with. For many placement areas, information about induction is included on the ARC placement profile, and students should check and complete any elements that are required prior to starting each placement. However, on arrival, students should also receive a local induction and orientation. This helps the smooth running of the placement. Overleaf is a list of suggested components of an induction and orientation programme.


Suggested Induction Components

Orientation

Orientate students to the department/ hospital, e.g. toilets, lockers, canteen, library, parking facilities.Introduce staff - students’ value knowing the staff hierarchy and to whom they should report in your absence.Orientate to department policies/ documentation, e.g. Health and Safety, infection control.Cover emergency procedures, e.g. fire escapes/ alarms, emergency buttons, crash call.Cover housekeeping, e.g. hours, breaks.

Student and Educator get to know each other

Educator ascertains previous clinical experience of student.Educator explores theory base of student.Educator and student discuss weaknesses/strengths.Educator and student discuss perceptions of this placement.Educator and student agree learning contract.Educator defines their expectations, e.g. punctuality, professionalism, time management and notesEducator provides clear guidelines about what to do should a problem arise, e.g. who to report to.Educator outlines his/her ‘style’ and how they carry out their role as a placement educator - informal/ formal, teaching sessions, observing practice, student assessment and plan discussion times etc.

Placement information

Educator and student discuss learning opportunities.Educator and student discuss conditions/pathologies to be encountered.Educator supports the student to become familiar with clinical equipment.Educator provides guidance on appropriate reading material/ revision guidelines.Educator highlights opportunities for inter-professional working.Educator provides a timetable of scheduled events, e.g. clinics, home visits, in-service training, ward rounds, meetings.Educator introduces routine paperwork.


3.5 Placement Documentation

3.5.1 Learning contractThe learning contract is an integral element of the placement process. The student and the placement educator should use this to identify the learning needs of the student and monitor the achievement of these during the practice placement. The student and placement educator should negotiate a learning contract based on module learning outcomes, self-assessment by student and placement opportunities. This should occur normally within the first few days of the placement. The process will start by the student submission of their placement document to the educator with a completed pre-placement self-evaluation. This should be sent electronically to the educator at the point of initial contact (two weeks prior to the placement start date).

3.5.2 Placement reflectionStudents are encouraged to reflect on their progress towards the goals agreed in the learning contract, both at mid-way and at the end of their placements. These reflections may form the basis of the next pre-placement evaluation, as well as informing the personal development planning process.

3.5.3 Documentation for submissionAt the completion of each placement, students are required to submit 2 pieces of documentation to the university, and to complete an online evaluation form. Completion of all documentation is mandatory, and it is the student’s responsibility to ensure that they have the appropriate paperwork and that it is completed correctly and verified by the educator prior to submission. The paperwork that is required is:

Placement assessment record booklet:This is the electronic placement assessment record booklet (to be submitted by the student via the university intranet)

The electronic placement assessment record booklet must include the student pre-placement self-evaluation, agreed learning contract, midway and end of placement marks and feedback and the total number of hours worked by the student during the placement. Students must also complete the reflection elements, both at midway and the end of the placement.

The end of placement marks must be averaged and calculated to two decimal places.

Placement timesheet: this form should be filled in by the student as a weekly record of the hours where they attend placement, and should tally with the hours declared on the placement mark verification document. The placement timesheet should also be verified and signed by the educator at the end of the placement.

Placement feedback form- this is completed online and is accessible via ARC. Students will not be able to view their subsequent placement allocations until all outstanding feedback has been completed

3.5.4 Verifying Placement Marks To verify the placement marks: on completion of the final marks and feedback, the

clinical educator should email a copy of the placement assessment record booklet to the student and copy in [email protected] as way of verifying the placement marks.



The emailed document does not have to include the student’s end of placement reflections.

Please include the student’s name in the email subject box.

This DOES NOT substitute the student’s submission of the Placement Assessment Record Booklet on Moodle.

3.5.5 Placement Document Checklist

Student Clinical EducatorBefore placement ☐ Complete pre-placement

evaluation in the placement booklet and email to clinical educator☐ Acquire a timesheet from programme administration at PAHC

☐ Read pre-placement evaluation to aid in planning of placement

Beginning of placement

☐ Complete learning contract with clinical educator in the placement booklet

☐ Complete learning contract with student in the placement booklet

Half way ☐ Complete half way reflections and confirmation in the placement booklet

☐ Complete half way marks, feedback and confirmation in the placement booklet

End of placement ☐ Complete final reflections, feedforward to subsequent placements and confirmation in the placement booklet

☐ Sign IN INK placement timesheet

☐ Complete marks, feedback and confirmation in the placement booklet

☐ Email placement booklet with marks, feedback and confirmation to student and copy in [email protected] (NB this version does not have to contain the student’s final reflections)Please include student’s name in email subject box

☐ Check and sign IN INK placement timesheet

After placement ☐ Submit placement booklet to Moodle prior to module deadline

☐ Hand in timesheet to programme administration at PAHC

☐ Complete online placement feedback



3.6 Documentation of hours completed during the placementAll students on this programme will normally need to complete a minimum of 1000 clinical hours; therefore, the clinical hours are formally recorded within the assessment form. Please ensure that the pages recording the hours on placement are completed by the student and confirmed by the placement educator.

Students are normally expected to work a full-time pattern whilst on placement (although the actual shift patterns and organisation of hours may vary from week to week). For each five week placement period, this equates to a nominal expectation that the students will complete 180 hours of placement time. Within this expectation there are a range of activities which could be considered as acceptable for inclusion as placement working time.

Examples of work-based activities that may be considered for inclusion within the agreed working hours:

Clinical activity MDT meetings Home visits Visits to specialist clinics (where this is specifically relevant to the current placement) In service training sessions Study time for specific activities linked to the placement. It is usually expected that

this time would be agreed to work towards a specific, placement related goal

Examples of those activities not usually included within the agreed working hours:

Meal breaks Travel time to and from placement Evening and weekend self-directed study

Working hours need to fit with the demands of practice areas, and students may be asked to alter their working hours accordingly. The actual work pattern and any agreement relating to study time is at the discretion of the placement area. Any students who have personal circumstances which may impact on their ability work in this way must discuss this with their personal tutor as soon as the issue has been identified.

3.7 SicknessAs honorary employees of the placement area, students must comply with all sickness and absence reporting procedures of the placement area. This includes the submission of medical certification of sickness and occupational health reviews as appropriate. In addition, students MUST inform the University of any absences during periods of practice placement on a daily basis.

There are no hard and fast rules about the number of hours that must be completed to constitute a full placement, however students must complete sufficient hours to enable a fair and full assessment of their performance to be undertaken. Usually, students who have completed at least 4 full weeks of placement will be able to have sufficient opportunity to achieve this, however, it is recommended that in any circumstance where students are absent for more than two or three days, this is discussed with the programme link. Significant amounts of lost hours due to sickness could be made up within the placement if this is feasible (at the discretion of the placement and University), or made up at a future


date. It is the student’s responsibility to keep a tally of their hours, and where significant numbers of hours have been lost; this should be discussed with a member of the Physiotherapy Clinical Team.


3.8 Placement AssessmentPlacement assessment is an important part of the placement experience, particularly as marks awarded on placement have academic credit attached- i.e. they contribute to a student’s degree classification. There are two points where formal feedback should be undertaken and documented as part of the formal assessment process, both of which should be formally recorded on the assessment documentation:

Formative (developmental) assessment occurs at the mid-point of the placement and should give students a clear indication of their current level of performance. Marks should be awarded based on the actual student performance seen to date and accompanied by developmental feedback highlighting areas to address in the rest of the placement.

Summative assessment occurs on the penultimate or final day of the placement and represents the final mark that the student is awarded. This should be justified with evidence to support the mark awarded, as well as including developmental feedback for future placements.

The lead placement educator should take responsibility for co-ordinating the assessment process, although other members of the team are likely to contribute to both formative and summative feedback. The program link may also be involved formative and summative feedback sessions if required. Any concerns about any aspect of the assessment and feedback process should be referred to the program link as soon as possible. Students should be aware of the assessment criteria for clinical education on which they are assessed and are encouraged to assess and reflect on their own performance during the course of the placement.

The progress of the student through each practice placement is recorded on the Practice Placement Assessment Form. These forms have been adopted from the physiotherapy programme at the University of West of England, with their explicit permission. The form also incorporates elements of the assessment form used by the PPIMS consortium of universities in the South East of England.

All practice placement assessments are marked with a grade between 0 and 100. Year 2 and Year 3 practice placements contribute to the overall degree classification of the student. You will note from the list below that not all grades within the 0-100 band can be used in the student assessment.

Marking criteria are different for each level (year) of student placement, with two sets of marking criteria for level 3 students. This means that a student can be awarded a grade between 0 and 100 at any placement, at any stage of their physiotherapy education. Higher marks are not ‘reserved’ for students at the later stages of their education. On the other hand, higher marks can only be awarded for outstanding and consistent achievement. Please note, that not all grades within the 0 – 100 band can be used. The grading bands of the marks are awarded as follows and are reflective of the degree classifications:

72, 75, 78, 82, 85, 88, 92, 95, 100%: 1st class/ excellent62, 65, 68%: 2:1 /very good52, 55, 58%: 2:2/ good42, 45, 48%: 3rd class/ acceptable0, 5, 15, 25, 32, 35, 38%: refer/fail


3.8.1 Pass/ Fail criteriaThe normal pass mark for academic modules is set at 40%, and this is also the case for practice placement modules. HOWEVER, there are also module specific criteria that must be satisfied in order for students to be deemed to have passed the placement. They are:

Passing grade (42% or above) achieved in at least 3 of the assessed sections Each individual section must score 32% or above.

In the event a student receives a safety or professional warning, they will receive a debrief following the placement with their personal tutor.

In the event a student fails a placement, they will be counselled under the University’s fitness to practice procedure, normally by an informal fitness to practice meeting.

3.8.2 Assessment ProcessesStudents will email a copy of their assessment form to the practice placement. Both the student and the placement educator will complete sections of this documentation as appropriate. At the end of the placement and after all sections have been completed the educator should retain a copy of the assessment documentation. It is the student’s responsibility to return the placement documentation to the university.

Hand in dates are identified for all placements. Students should consult their programme handbook or programme administration. Please note that if the student does not hand their placement documentation on time, their submission will be penalised. Students and educators are advised to contact their programme link or a member of the placement team as a matter of urgency if there are any issues which may potentially impact on a student’s ability to submit their documentation in time.

3.8.3 Assigning marksThe placement assessment process marks students on five elements of their performance on placement:

I. Interpersonal skills and professional behaviourII. Organisation and management skillsIII. Patient examination and assessmentIV. Implementation of physiotherapy practiceV. Personal development and learning behaviour

These areas are the same for each level (or year) on the programme, but the learning outcomes will differ between levels to indicate the expected attributes a student will display at each level (year) of study. Alongside these are criteria which should be used to assess the actual level of performance demonstrated by the student for each element. Marks should be assigned according to the ‘best fit’ of the assessment criteria to the student performance. Appendix 3Appendix 6 show the assessment guidelines for each level of student placement.

Deciding on a mark

The principles of the assigning marks are discussed with students/Placement Educators at the programme/module preparation sessions.


When completing the summative assessment, educators should consider the following key points:

Written feedback should reflect the marks given. Close reference to the marking criteria for each level will assist this

Developmental feedback is essential to facilitate the students’ progression and formulation of learning objectives for future placements

Marks should be awarded based on actual student performance rather than anticipated level.

The final mark for the whole placement (obtained by averaging the marks of the five assessment areas) MUST be calculated to 2 decimal places for recording purposes.

Please make early contact with your programme link for the placement if you have concerns about any aspect of the assessment process.

As with all assessments of this nature, there is a degree of subjectivity associated with assigning marks to placement performance. The placement assessment process has been developed to minimise this as far as possible, and educators are strongly encouraged to refer closely to the placement documentation and guidance when undertaking the marking process. The use of a restricted number of marks within each banding allows educators to use a simple system of ‘low/ middle/ high’ within each band, and the extensive performance descriptors for each level are intended as a guide both for awarding marks and writing the associated commentary. Programme staff will always discuss the assessment process and anticipated marks, and are always happy to facilitate the assessment process where this is helpful. On some occasions, moderation of marking may be undertaken as part of the ongoing quality assurance process for placement assessment. This usually involves a programme link observing the student in practice to inform a subsequent discussion with the educator of the marks awarded. This is not intended as a process to influence marks, more in order to verify that the marking process is as valid and reliable as possible.

3.8.4 Further information on assessmentEveryone involved in the assessment on placement is encouraged to consult this document. Placement educators and students may also discuss assessment issues with the programme link for the placement. In addition, students may also consult with their Personal Tutor, the Placement Co-ordinator or the Programme lead.

3.8.5 High performing studentsWith high performing students, it can be difficult to objectively decide how high to mark them. Remember that all students are potentially able to achieve the highest marks, irrespective of level of study or type of placement. The following points particularly apply to Year 3 students, but the principles may help in the decision making process for all high performing students:

One of the main distinctions between the lower and higher first categories across the board is that of consistency. Some students show high level abilities most of the time, but not consistently across the board.

Another point would be the level of complexity that the students are able to manage. For example, at Year 3, students at the lower levels of the first category may be


independently managing less complex assessments than the higher (e.g. one or two issues versus true multiple pathology/ problems).

In applying management strategies, the 'low' firsts may be able to create a comprehensive management plan based on applying work they have done previously, but the higher level ones will be able to be appropriately creative and innovative , whilst still maintaining a patient and evidence based focus.

The degree of autonomy the student demonstrates is another area- the 'low' firsts will be very self-directed and proactive, but are likely to still require input from educators in terms of feeding back and discussing strengths and weaknesses. The very high level students tend to be very highly skilled in analysing themselves accurately (and appropriately), constructing action plans, and using your input as a sounding board to aid the process rather than lead it.

When you are assessing the first class levels, a useful question to ask yourself is 'is there any advice or feedback I could give to help the student improve?' If the answer is no, then you will be looking at the higher levels. Remember, the key is always to give evidence or justification for your decisions (as in clinical practice really!).


3.9 Placement supportStudents attend clinical placements in a variety of environments, specialities and geographical locations, and ensuring adequate support is available for both students and their educators during placements is a priority. The university is committed to ensuring that the partnership approach to placements is maintained and strengthened through each placement experience. One important aspect that the physiotherapy programme utilises to achieve this is the allocation of a member of the physiotherapy programme team to act as a link between the university and placement area to provide support for each placement. To facilitate the development of these links, specific members of staff usually cover named trust or placement organisations; however, there will of necessity be some variation in the staff allocations depending on workload and other commitments. Support is arranged on a collaborative basis, and the degree of input required by individual students and educators is likely to vary.

With the exception of the year 1 placement module (where all students are visited), programme support may be either by telephone or by placement visit in the first instance, with further support being arranged as required. Placements and students are allocated to receive telephone or ‘in person’ visits according to agreed criteria (see below). Regardless of the type of initial support that is arranged it is essential that this contact enables programme staff to ensure that the placement is providing an appropriate experience for the students, that educators are able to supervise and assess students appropriately and to identify potential problems or issues and respond to them in a timely and appropriate manner.

3.9.1 Placement support processAllocation of VisitsTargeted allocation of placement visits will be undertaken by module leads as part of the final placement confirmations which should take place 6 weeks prior to the start of each placement block, using the following criteria:

New placement New clinical educator Student with poor overall profile Student with significant disability support requirements Visit requested from Placement provider. Visit requested by member of programme team

To assist in this process, placement module leads will email personal tutors to ask them to identify any of their students who may fulfil these criteria. Collaboration within the physiotherapy placement team will also take place to highlight any issues raised during previous placements.

Contact and support arrangements

Initial contact- It is recommended that programme links make early contact with students and educators to confirm that the placement has commenced successfully and to give contact details. This may be by telephone or email depending on individual circumstances, and will usually occur during week 1. If a visit has been allocated for the placement, the date for this should be scheduled during the initial contact.


Progress check- Telephone discussion or placement visitThis check will usually take place at around the mid-point of the placement (end of week 2 or during week 3). The programme link should have conversations with BOTH the student and educator. There is no set format for the support contacts on placement, as this will be dictated by the individual circumstances of each placement, educator and student. However, it is essential that a clear picture of the student’s progress and performance is gained during this contact, and any potential concerns or queries are identified. In the case of a telephone contact, it may be necessary to arrange for a further conversation to take place at a more appropriate time.Support contacts may include the following aspects:

Student preparation and learning needs Placement Organisation and Casemix Discussion of progress with student and educator(s) Review of assessment/ feedback Pastoral support

Extra considerations- placement visitsDepending on the needs of the student and educator, it may be appropriate for the support person to undertake other activities during the visit such as observation of practice or addressing specific issues related to the placement. Programme links need to work within their role as visiting professionals, and will discuss the specific scope of their role with educators and students on a case-by-case basis.

Placements where issues ariseIf issues arise during a placement, it is essential that students and educators are suitably supported throughout. Support needs are likely to vary depending on the type of issue, however, in all cases, clear and regular communication with all involved, and thorough documentation of all aspects is essential. This includes a description of the relevant issues; support provided and agreed action plans.

3.9.2 Additional support mechanisms There are also a number of other support mechanisms that have been established for students to access whilst on placement:

Student peer support. Where a number of students are on placement in a particular geographical area or within a particular NHS Trust, they are encouraged to arrange their own peer support. Many placements provide timetabled opportunities for this support through group tutorials etc. Students are also encouraged to link with students from other disciplines where such opportunities arise. This facilitates the development of functional interprofessional links, as well as providing valuable support.

Electronic support. Whilst students are on placement, email support systems are in place allowing students to contact personal tutors/module leaders as required. Access to learning resources via the university intranet is also maintained, enabling students to use videos, reading lists and module documents whilst on placement. Work in also being undertaken to set up a physiotherapy placement web community, providing a central resource giving access to placement documentation, accommodation databases and placement profiles, as


well as potentially offering opportunities for computer conferencing with other students and/ or staff.

3.10 What if a Placement Educator is concerned about some aspects of a student’s practice?

This issue is important and needs to be addressed.

First the placement educator should discuss the concerns with the student. The placement educator should seek advice about any continuing problems as soon as possible from their programme link. If you have any difficulties making contact with your placement link, please contact Programme Administration. It is recommended that contact is made at an early stage so that appropriate support and advice can be given to both the student and placement educator. Any concerns should be recorded in the relevant sections of the Placement Assessment form.

Being referred in a placement should not come as a surprise to the student on the last day of their placement.

The flowchart on the following page gives details of the sequence of events that are associated with a poor performance on placement for information and further guidance



A. DURING PLACEMENT

4. Regular feedback and ongoing support for the rest of the placement- further action plans/ issues and progress

documented fully3. Placement visit to discuss issues/ formulate action plan and further support arrangements as appropriate

2. Actions:

a. Educator raises concern with student and notifies them that programme support will be requested

b. Educator contacts physio programme team link URGENTLYc. Issues relating to poor performance are documented including appropriate official

warnings in placement assessment booklet

1. Student showing signs of poor performance on placement

3. During placement- support and visits carried out as per plan

2. Concerns re. safety/ professional conduct etc: Physio programme team WILL liaise with next

placement area prior to start Other issues:

Physio programme link will liaise with student to facilitate disclosure strategy

C. STUDENTS WITH ONGOING ISSUES- SUBSEQUENT PLACEMENT

1. Pre- placement tutorial with physio programme link for next placement and personal tutor to discuss student plan for placement, learning strategies &

support needs

Onward referral to learning support,

disability assist, occ. health etc as appropriate

2. Debrief offered to placement educators by physio programme placement team. Action

plan/ development plan agreed upon as required

1. Student meets with physio programme placement link and personal tutor on return to university to debrief and discuss issues. Student facilitated to

reflect on experience and develop learning strategies and plan for future placements

B. AFTER PLACEMENT

Support for Weak and Failing Students on Placement: Action Plan

Figure 3-2: Support for Weak and Failing Students on Placement: Action Plan

3.11 Other placement issues

3.11.1 Student feedbackStudents are encouraged to reflect on their own learning and performance as well as on the overall learning experience. As part of this activity they complete a placement feedback form at the end of the placement and submit the form on ARC. This feedback is available to educators via the PEP for each placement, and is also is collated and incorporated into the placement module reports which are scrutinised as part of the Annual Programme Monitoring process.

An annual Multiprofessional Placement Activity Report is compiled by PQDD and returned to each Trust. This includes summarised student feedback and developments undertaken in response to the feedback.

Students are also encouraged to reflect on their placements and discuss and identify areas for learning with their personal tutor in reviewing their CPD as part of the personal development planning process

3.11.2 Health and safety risk assessment and accident reportingPlacement risk assessments for the different types of placement undertaken on this programme are available in Appendix 7.

Under Health and Safety Regulations (Training for Employment, 1990), students undertaking placement learning in service areas are regarded as employees for the purpose of health and safety. This means that any accident or injury to a student whilst in the practice area must be recorded on the service area accident reporting system and be dealt with by the Trust/service area.

It is the responsibility of the Trust/service area to inform the University of any such incident/accident as soon as is practicable.

It is the responsibility of the student to adhere to the local health and safety policies and procedures and to take responsible care of their own health and safety and that of other people who may be affected by their actions.

Further information is available in student handbooks and on the university intranet.

3.11.3 Occupational HealthAll students are screened by occupational health services on enrolment to the programme. This includes reviewing immunisation status and fitness to undertake placements. Students will NOT usually be permitted to attend placement until their full programme of screening has been undertaken, and any programmes of vaccination, treatment or other review requirements have been completed. Students who disclose health issues during the programme will usually be referred for further occupational health screening prior to being permitted to attend their next scheduled placement experience.

3.11.4 Supporting students with disabilitiesUnder the requirements of the Special Educational Needs and Disabilities Act (2001), practice placement providers are required to make ‘reasonable adjustment’ to ensure that disabled students are not placed at a ‘substantial disadvantage’ in comparison to someone who is not disabled. The Physiotherapy placement team are proactive in ensuring ‘best practice’ and facilitate practical links between Disability Assist Services (DAS), students and their placement educators. The University is committed to ensuring equality of access to all aspects of learning for all students, and therefore takes a proactive approach to supporting students who have disabilities whilst they are on placement. The

55

Disability Assist team are actively involved in supporting those students who have an identified disability, and in providing assessment and advice to other students where issues have been recognized. The Physiotherapy team have undertaken several pieces of work designed specifically to assess and improve the support arrangements for students whilst on placements, and are always keen to support both students and educators to facilitate the placement experience.

All students who have identified a specific disability or learning support need to the University will be invited to meet with a member of the practice placement team prior to their placements, to discuss any issues that may affect their performance and to plan the approach that they will take to make the most of their placement opportunity. This will include discussing issues such as disclosure, accessing and applying appropriate support strategies, and facilitating the process of students and educators implementing any ‘reasonable adjustments’ that may be necessary. It is the student’s responsibility to contact their placement educator(s) and make them aware of any specific learning needs and any additional support that they may need whilst on placement. Establishing appropriate support arrangements may also involve linking with appropriate members of the disability and/or learning support units as well as arranging pre-placement visits where this may be helpful.

There are a number of useful sources of further information and guidance for students and educators about this issue. There are established links within the University information, learning support (ILS) and disability assist services (DAS). Another resource which is particularly recommended is the CSP guidance document: ' supporting disabled physiotherapy students on practice placement (CSP 2003)

3.11.5 Lone workingIt is recognised that student placements are undertaken in a wide range of situations and settings, and that in some areas students may undertake practice with a greater degree of independence than seen in ‘traditional’ settings. The assessment of the student’s suitability for more independent practice should form an integral part of the educator’s risk assessment where this is being considered, and arrangements should be made which provide a clear plan for contact and support at all times. Local policies on lone working and health and safety must be considered and implemented within support arrangements. Students are directed to the university policy on lone working for further guidance 5, and the CSP has also produced a useful guidance document which provides information and ideas for educators who may be considering models of placement where more independent student practice may be involved6.

3.11.6 Arrangements for students who need to repeat a placementAll students are required to successfully complete all placement modules as part of their degree programme. Any students who are unsuccessful on their first attempt, or who are unable to complete a placement due to extenuating circumstances will be referred to the Award Assessment Board. Students may be given an opportunity to repeat a placement; this decision will usually be made following consideration of their academic profile.7 Repeat placements will usually be arranged during the summer vacation period, and students will be placed in a clinical area similar to their unsuccessful placement. As a result, it is not possible to accurately predict repeat placement requirements on an annual basis. Placements will be approached individually as required, giving as much notice as is possible.

5 University of Plymouth Safety Policy: Lone Working (October 2004), PQDD guidance for educators and students when carrying out unaccompanied home visits and for the use of students’ own cars for placement activity including escorting service users/clients (June 2009)

6 Chartered Society of Physiotherapists (2006), Guidance on developing student placements in Community and other non-traditional settings

7 University of Plymouth Academic Regulations (2006-2007)


3.12 Frequently asked questions

What are the criteria to be a Placement Educator?1. Have practised physiotherapy for at least two years.

2. Have undertaken regular updating of knowledge and skills.

3. Demonstrate a positive commitment to physiotherapy education.

4. Attend a course to develop teaching skills, an understanding of learning styles and assessment skills (including the giving of feedback). Plymouth University is happy to accept the recent attendance at a relevant Placement Educators day at another university offering physiotherapy education.

Who can Placement Educators contact to obtain information about Placement Educators Days?

Information can be obtained https://www.plymouth.ac.uk/student-life/your-studies/academic-services/placements-and-workbased-learning/poppi/health

What should I do if I need support whilst a student is on placement?

In the first instance you should contact your programme link. Contact details are available at the front of this handbook. If you are unable to contact your named link, please telephone programme administration on 01752 588800

Can more than one person be involved in the supervision and/or assessment of students?

Yes this is possible. The named Placement Educator may designate other healthcare professionals to contribute to the assessment and/or supervision of the student. It is considered good practice to make agreement decisions based on a range of evidence, including evidence from others.

The person identified as the named Placement Educator is responsible for completing/signing the summative Placement Assessment Form.

Does the Placement Educator have to observe everything that a student does?No. But this will depend on both the level, stage of education and ability of the student. In physiotherapy, students and Placement Educators work closely together. Observation/supervision should be negotiated and agreed on an individual basis taking into consideration the student’s objectives as identified in the learning contract.

If a student completes a skill once in a competent manner is that sufficient for them to be assessed as competent?

Yes it can be, provided that the student has had the required amount of practice experience and has displayed the appropriate standard. Combining observation with questioning will enable the mentor to clarify that the student has an understanding of all the factors involved with a skill.

What should a student do if they are concerned about any aspect of their placement (accommodation, supervision, feedback, learning opportunities, workload)?

This will obviously depend on the nature of the concern. Firstly, the student should discuss their concern with their placement educator. If a student has a difficulty with their placement educator, then they should contact the local PDT member.

Why is it important that the assessment documentation is fully completed before submission?


https://www.plymouth.ac.uk/student-life/your-studies/academic-services/placements-and-workbased-learning/poppi/health

https://www.plymouth.ac.uk/student-life/your-studies/academic-services/placements-and-workbased-learning/poppi/health

The placement educator has a professional responsibility for summatively assessing the student on placement. Therefore it is essential that the documentation is completed according to programme/ module requirements and signed by the student and the placement educator.

Failure to do this will result in the referral of the student unless ‘extenuating circumstances’ are approved.

Is it necessary for the student to attach a Placement Feedback form to the Placement Assessment Form?

No. Feedback is now completed electronically via ARC. Educators will need to check ARC to access their feedback.

What happens if a student fails a placement?If a student fails a placement, the student may have the opportunity to re-sit their placement. The exact format of the placement will be determined by the exam board.

What is the procedure if a student’s placement is deferred?The placement module will normally be completed within the year if a placement is deferred.


4 Role development of Placement EducatorsThe University recognises and values the important role that placement educators play in the education of the physiotherapy student. Placement educators are assisted in their role development in a variety of ways and this is in line with the CSP Guidelines for Good Practice for the Education of Placement educators (1997)8 :

1. Clinical education training courses for new educators are held bi-annually at the University and aim to provide new educators with an awareness of the skills required to facilitate students on placement as well as an understanding of the programme as a whole and the specific requirements of the placement education process. Information about the clinical education programme, including dates and application forms, is available through POPPI- www2.plymouth.ac.uk/poppi

2. Updates for existing educators will be organised and implemented by programme link tutors in collaboration with trust placement co-ordinators and the physiotherapy placement team. These updates provide an opportunity to share good practice between professional groups and also address issues common to healthcare placement education across the professions. Any programme specific course developments will also be highlighted during these sessions, and there will also be opportunities for any issues in relation to the clinical component of the course to be addressed and assessment strategies considered. In recognition of the changing demands in healthcare settings, these updates may be delivered in a variety of formats in order to improve the accessibility for educators. These may include electronic online formats as well as face-to-face sessions.

3. On site workshops may be delivered by the programme clinical team on request from placement educators/trusts. These aim to augment the topics addressed at placement educators days and enable specific needs of placement educators and individual placement areas to be addressed.

4. A level 6 (degree level) module ‘HEAB370 Mentorship in Practice’ is available through Plymouth University. This is a multidisciplinary module delivered at several locations throughout Devon and Cornwall and several times during the academic year. Physiotherapists wishing to access this module can be funded through the Strategic Health Authority. This module is accredited by the CSP and placement educators who complete this module are eligible to join the CSP’s national register of placement educators.

5. In line with other post-graduate provision at the University, staff engaged in facilitating placement learning are also able to access a range of other CPD opportunities which are delivered throughout the year. Topics include:

Facilitating Inter-professional learning Supporting students with disabilities Profession specific development days for experienced educators

Further details of these days as well as the other post graduate CPD opportunities offered by the University is available from: [email protected]

6. We offer a number of exciting opportunities for post graduate education at master’s level at Plymouth University.

These can be either CPD stand alone modules or a full MSc

https://www.plymouth.ac.uk/courses/postgraduate/msc-advanced-professional-practice-in-physiotherapy

Please contact us for further information.

8 Chartered Society of Physiotherapy (1997) Guidelines for Good Practice for the Education of Clinical Educators – CPD 14. London: CSP.

Educator role development P a g e | 59





5 AppendicesAppendix 1: Placement timesheet

Student Experience Record Sheet BSc (Hons) Physiotherapy

Name: Cohort: Month:200____

Base: Note that travel claims cannot be processed without a corresponding experience record and therefore both must be submitted by the 1st of each month.

Placement: Location, Trust and Speciality

Placement Dates:

Week 1 Mo Tu We Th Fr Sa Su Week 2 Mo Tu We Th Fr Sa Su Week 3 Mo Tu We Th Fr Sa SuDate Date DateHours* Hours* Hours*Activitycode

Activitycode

Activitycode

Week 4 Mo Tu We Th Fr Sa Su Week 5 Mo Tu We Th Fr Sa Su

Date Date

Hours* Hours*Activitycode

Activitycode

Activity Codes: A = Absence BH = Bank Holiday C = Compassionate Leave P = Placement S = SickHours* - Please indicate hours worked, e.g. 7.5, 3.0, etc

Student DeclarationI certify that the information given above is correct

Placement Educator DeclarationI confirm that the student attended practice placements as indicated above

Signature: Signature:

Date: Name:

Appendices- timesheet 61

(please print)

Student Experience Record Sheet – guidelines notes for students and placement educatorsThe reason that the student is required to fill in a Student Experience Record sheet is so that a record of all your practice hours is kept for the three year BSc (Hons) Physiotherapy Programme. You must complete a minimum of 1000 hours of practice before you can apply for registration with the Health Professions Council

Students must

Complete a form for each placement of the year

Record the date, hours and activity code(s) in the relevant boxes.If you have a day when you undertake different activities in the morning and in the afternoon, this should be recorded

Date 6th

Hours* 4 3.5

Activitycode

P S

Sign to certify that the information on the form is correct. At the end of the placement your placement educator must also sign the form.

Submit the completed and signed form to Programme Administration when you return from your placement.

Inform your placement and Programme Administration at Peninsula Allied Health Centre if you are unable to attend because of sickness. Each site is manned from 08.30 – 17.00 hours on Monday to Thursday, and 08.30-16.30 hours on Friday. There is an answer- phone outside these times.

Inform Programme Administration on the PAHC site if you are absent from ANY part of the programme on 01752 238800

Note for placement educators

It would be appreciated if placement educators could contact the PAHC Site if a student does not attend a practice placement as planned.


Appendix 2: Placement assessment record booklet

Placement Assessment Record Booklet

This documentation should be completed with reference to the placement assessment guidelines which are appropriate to the year/ stage of study for the student. On completion of the final marks and feedback, the clinical educator should email a copy of the placement assessment record booklet to the student and copy in [email protected] as way of verifying the placement marks. NB the emailed document does not have to include the student’s end of placement reflections. Please include the student’s name in the email subject box. The student should upload a copy of the completed document onto Moodle by the module hand in deadline. Paper copies of the assessment documentation are available on request where PLACEMENT AREAS are unable to use the electronic document. Please email [email protected]

Placement Module: PHY Choose an item.Student Name: Click here to enter text. Student Number: Click here to enter text.

Placement Date: Click here to enter a date.

Placement Location: Click here to enter text.

Placement Area/Specialism: Click here to enter text.

Placement Educator Name(s): Click here to enter text.

Placement Educator Email Address: Click here to enter text.

Marking summary:

I. Interpersonal skills and professional behaviour Choose an item./100

II. Organisation and management skills Choose an item./100

III. Patient examination and assessment Choose an item./100

IV. Implementation of physiotherapy practice Choose an item./100

V. Personal Development and Learning behaviour Choose an item./100

Provisional Mark: Total of sections I-V divided by 5 *to 2 decimal places* = Click here to enter text.%

Please note that for a pass to be achieved, at least 3 of the above sections must score 42% or above, and every section must achieve a minimum of 32%*

Appendices- placement assessment record booklet



Placement Hours completed

Anticipated Hours Year 1: 144 Years 2&3: 180 Actual Hours: Click here to enter text.(Nb. hours entered must tally with hours recorded on placement timesheet)Confirmations:Half-way assessmentThe half-way assessment report was completed by the clinical educator and the student as appropriate. Relevant sections were discussed with the student and the student had an opportunity to comment.

Clinical Educator: Click here to enter text. Date: Click here to enter a date.

Student: Click here to enter text. Date: Click here to enter a date.

Final AssessmentThis assessment report was completed by the clinical educator and the student as appropriate. Relevant sections were discussed with the student and the student had an opportunity to comment. Clinical Educator: Click here to enter text. Date: Click here to enter a date.



Placement Documentation Checklist

Student Clinical EducatorBefore placement ☐ Complete pre-placement

evaluation in the placement booklet and email to clinical educator☐ Acquire a timesheet from programme administration at PAHC

☐ Read pre-placement evaluation to aid in planning of placement

Beginning of placement

☐ Complete learning contract with clinical educator in the placement booklet

☐ Complete learning contract with student in the placement booklet

Half way ☐ Complete half way reflections and confirmation in the placement booklet

☐ Complete half way marks, feedback and confirmation in the placement booklet

End of placement ☐ Complete final reflections, feedforward to subsequent placements and confirmation in the placement booklet

☐ Sign IN INK placement timesheet

☐ Complete marks, feedback and confirmation in the placement booklet

☐ Email placement booklet with marks, feedback and confirmation to student and copy in [email protected] (NB this version does not have to contain the student’s final reflections)Please include student’s name in email subject box

☐ Check and sign IN INK placement timesheet

After placement ☐ Submit placement booklet to Moodle prior to module deadline

☐ Hand in timesheet to programme administration at PAHC

☐ Complete online placement feedback



1. Pre Placement evaluationThis should be carried out by the student prior to placement in relation to the five categories of assessment in regard to issues identified on previous placements. This should formulate the basis of the learning outcomes in the learning contract.

1. Strengths identified from previous feedback:Click here to enter text.

2. Areas for development highlighted from feedback:Click here to enter text.

3. Things which may help my learning are:Click here to enter text.

4. Key things I wish to achieve during this placement:Click here to enter text.

Student Name: Click here to enter text.Date completed: Click here to enter a date.


2. Learning ContractThe needs identified prior to placement should be completed before the student submits the document to the educator prior to the placement. This should be informed by the pre placement evaluation. Learning outcomes should be discussed and agreed collaboratively within the first week of the placement

Learning Outcomes Resources/StrategiesNeeds identified prior to placement(to be completed by student prior to placement)Click here to enter text.

Resources available in department(identified by discussion with clinical educator)Click here to enter text.

Planned learning outcomes(agreed by discussion with clinical educator)

Planned use of resources and strategies(agreed by discussion with clinical educator)

1 Click here to enter text. Click here to enter text.





Clinical Educator: Click here to enter text. Date: Click here to enter a date..

Student: ………… Click here to enter text. Date: Click here to enter a date..


3. Student Reflection on achievement

This should be completed by the student after the half-way and final assessment and signed by the student and placement educator.

Learning Outcome 1Half-way reflectionClick here to enter text.

End of placement reflectionClick here to enter text.

Needs to be addressed in subsequent placementsClick here to enter text.

Placement Educator: Click here to enter text. Date:Click here to enter a date.
























4. Record of placement marks and feedback

I. Interpersonal Skills and Professional Behaviour

Half-way assessment comments:Click here to enter text.

Developmental FeedbackClick here to enter text.

Mid-way mark: Choose an item.

Date: Click here to enter a date.

End of placement assessment comments:Click here to enter text.


Final mark: Choose an item.



II. Organisation and management skills










III. Client examination and assessment










IV. Implementation of physiotherapy practice










V. Personal Development and Learning behaviour










5. Documentation of untoward events during placement

Please use these sections to record any issues during placement which raise cause for concern. Repeated events which raise cause for concern and are not addressed effectively may lead to a mark of 0% for the placement.

ALL issues need to be discussed between the student and educator, FULLY documented and raised with the University placement link as soon as is reasonably possible.

Safety issues:

Click here to enter text.

Please sign and date each entry.

Professional behaviour issues:

Click here to enter text.

Please sign and date each entry.

Acknowledgement: We gratefully acknowledge that this placement assessment form uses elements of the clinical assessment form developed by the physiotherapy programme from the University of West of England, Bristol. In addition, it also incorporates elements from the assessment form used by several universities in the South East of England within the PPIMS Placement Management System.


Appendix 3: Placement Assessment Guidelines- Year 1

Faculty of Health and Human SciencesSchool of Health Professions

BSc (Hons)Physiotherapy

Placement Assessment Guidelines: Year OnePHY115

Revised Sept 2013

Appendices- placement assessment guidelines: year 1

Placement Assessment Guidelines – Year 1

The performance of the student on clinical placement is assessed by a clinical educator with the support and guidance of a visiting tutor from the university.

There are five areas of practice that will be assessed. These are:

I. Interpersonal skills and professional behaviourII. Organisation and management skillsIII. Patient/client assessment and examinationIV. Implementation of physiotherapy practiceV. Personal Development and Learning behaviour

These areas are the same for each year on the programme but the learning outcomes and marking criteria will differ between levels. This booklet contains the learning outcomes and marking criteria for year 1 and is therefore only used for students at that level. The clinical educator awards a mark within the band, which best reflects the achievement of the student. The assessment system calls for a midway assessment that is formally recorded on the assessment form. The final summative assessment is the completion of the form on the penultimate or final day of the placement.

All clinical placement assessments are marked with a grade between 0 and 100. All clinical placements may contribute to the overall degree classification of the student. You will note from the list below that not all grades within the 0-100 band can be used in the student assessment.

The grading bands of the marks are awarded as follows and are reflective of the degree classifications:


A learning contract is included in this booklet. The student and the clinical educator should use this to identify the learning needs of the student and monitor the achievement of these during the clinical placement.

All students on this programme need to complete a minimum of 1000 clinical hours; therefore, the clinical hours are formally recorded within this booklet. Please ensure that the pages recording the hours on placement are completed by the student and confirmed by the clinical educator.

Process:Students will bring with them a copy of this assessment form to the clinical placement. Both the student and the clinical educator will complete sections of this booklet as appropriate. At the end of the placement and after all sections have been completed the educator will retain a photocopy of this assessment form and get the student to return the form to the university.


Learning Outcomes and Marking Criteria

I. Interpersonal skills and Professional Behaviour

This category includes: Communication

Verbal, non verbal, listening, questioning and teaching skills used with peers, patients, relatives, physiotherapists and the wider clinical team. This includes giving and receiving feedback from peers and clinicians.

Team workingThe ability to identify own role within the immediate physiotherapy team, to understand and respect the roles of others within the multi-professional team and to integrate into and utilise the relationships within each team.

Professional BehaviourThis includes appropriate attitude, appearance and conduct. An awareness of issues of an ethical and moral nature.Displays behaviour which respects individuals’ dignity, privacy, issues of confidentiality, physical, cultural and psychological needs.Conform to professional standards of practice Ability to demonstrate reliability and trustworthiness within the confines of the placement

Learning Outcomes:By the end of the placement the student will be able to:

Level I Level II Level IIIDemonstrate appropriate communication skills with patients and members of the health and/or social care team

Demonstrate good communication skills with patients and members of the health and/or social care team

Communicate effectively and sensitively with patients, carers and members of the health and/or social care team

Demonstrate an awareness of individual physical, psychological and cultural needs.

Demonstrate consideration for individual physical, psychological and cultural needs.

Sensitively adapt to individuals physical, psychological and cultural needs.

Begin to recognise and respect the roles of all members of the multidisciplinary team. Initiate discussion where appropriate

Demonstrate an understanding of and respect for the roles of others, specifically the integrated nature of practice and interdependence within the multi-professional team.

Integrate into and workas a member of the available multi-professional team.

Adopt professional appearance and manner, demonstrating a basic awareness of ethical and legal issues.

Display professional appearance and manner demonstrating an understanding of ethical and legal issues.

Consistently demonstrate professional appearance and manner. Inherent with this is reliable and trustworthy behaviour.


I. Interpersonal skills and Professional Behaviour Assessment CriteriaReferral

Fail

0, 15, 25

Communication skills are poor -inadequate and/or unclear. Inability to modify according to individual requirement, professional group or setting.

Is unable to relate to colleagues and/ or other team members. Is unreliable. Unable to or insufficient evidence of the ability to demonstrate professional behaviour. Does not respect the dignity of others.

Referral Fail

32, 35, 38

Communication skills are inadequate and often not adapted to the appropriate circumstance. Limited ability to overcome awkwardness or over confidence.

Despite encouragement demonstrates limited ability to relate to colleagues or team members. Is not consistently reliable. Inadequate evidence of ability to demonstrate professional behaviour.

3rd

42, 45, 48

Communication skills are adequate. At times these are adapted to individual need or the appropriate circumstance. Limited use of non-verbal skills. Impact of own communication on others is not fully recognised.

Needs encouragement to build relationship within the department or team. Is mostly reliable. Usually carries out responsibilities but the educator may have to check. Generally demonstrates professional behaviour.

2:2

52, 55, 58

Communication skills are clear, adequate, appropriate with evidence of the ability to adapt to individuals needs or situations. Is reliable and trustworthy.

Is able to integrate within the department and team most of the time. Is mostly reliable and can usually be trusted to carry out responsibilities. Satisfactory evidence of ability to demonstrate professional behaviour.

2:1

62, 65, 68

Communication skills are effective with evidence of the ability to adapt to individual needs, various professional groups and settings.

Effectively integrates within the department accepting professional responsibility for their role. Is consistently reliable and can be trusted to carry out responsibilities. Good evidence of ability to demonstrate professional behaviour in a range of situations.

1st

72, 75, 78

Communication skills are consistently effective, with the ability to adapt with sensitivity to the appropriate setting and group. Listening skills are highly developed. Communication throughout a wider professional group is maintained.

Able to integrate into and effectively utilise the relationships within each multi-professional team. Confident in demonstrating professional behaviour, showing ability to be flexible in approach. Gains the respect of others and is respectful.

1st82, 85,

88

Communication skills demonstrate the ability to attain a highly professional, therapeutic relationship with clients. Excellent communication demonstrated consistently within the immediate and multi-professional team.

Able to integrate into and be a respected member of the team. Consistently demonstrates professional behaviour to a high level in practice situations.

1st

92, 95,100

Exceptional ability to communicate effectively. Wide ranging evidence to support these skills.

Consistently demonstrates professional behaviour to a high level in practice situations. Demonstrates quick and fluent modification of behaviour when required.


II. Organisation and Management Skills

This category includes:

Time management - both of individual client interactions and of their own overall workload. Able to make effective use of time and respond appropriately to change e.g. utilises free time well (both organised and spontaneous).

Ability to prioritise - with reference to own workload, individual clients’ needs and the rest of the multi-professional team.

Demonstrate an awareness of the demands of clinical practice on the clinical educator and department and show initiative in responding to this.

Ability to function within the legal and ethical boundaries of their status. Ability to demonstrate an awareness of the structure and organisation of the

placement.

Learning Outcomes:

By the end of the placement the student will be able to:Level I Level II Level IIIManage own time and workload with guidance.

Manage and begin to prioritise own time and workload with an awareness of the demands on clients and of the needs of other professional groups.

Manage the varying demands of clinical practice through dialogue with the client and multi-professional team.

Demonstrate an awareness of issues of confidentiality, informed consent, legal requirements, policies and protocols that impact on patient management.

Demonstrate understanding of issues of confidentiality, informed consent, legal requirements, policies and protocols that impact on patient management.

Understand and integrate into daily practice issues of confidentiality, informed consent and legal requirements that impact on patient management.

Show an awareness of and involvement in the organisation and structure of the placement.

Show initiative in responding to the needs of the department.

Take full responsibility for the care of their patients while responding appropriately to the varying needs of the department and demands on the clinical educator.


II. Organisation and Management skills Assessment CriteriaReferral

Fail

0, 15, 25

Ineffective in time management. Is not punctual and is unaffected by the repercussions and the consequences for others. Frequently fails to carry out tasks or report back on difficulties. Requires prompting. Is inclined to "muddle through" rather than ask for help. Unable to prioritise workload. Wastes time and opportunities. Poor awareness of the organisational structure of the placement. Shows a disregard for the need to gain informed consent or maintain confidentiality.

Referral Fail

32, 35, 38

Is not consistently punctual. Inadequate evidence shown of ability to manage time. Requires considerable guidance to prioritise workload and support in time management. Poor awareness of the organisational structure of the placement. Is unaware of issues of confidentiality, informed consent or legal requirements.

3rd

42, 45, 48

Is mostly punctual. Some evidence of ability to manage time effectively. Does not always ask for clarification if doubt exists and may display over- confidence. Requires prompting. Only makes the most of some opportunities. Limited awareness of the organisational structure of the placement. Demonstrates a basic awareness of issues of confidentiality, informed consent, legal requirements, policies and protocols that impact on patient management .

2:2

52, 55, 58

Is mostly punctual. Usually asks for clarification if doubt exists. Uses time effectively on many occasions and makes the most of many opportunities. Does require occasional prompting. Requires some guidance to prioritise workload. Clear awareness of the organisational structure of the placement. Gains informed consent, maintains confidentiality and has an awareness of legal requirements, policies and protocols.

2:1

62, 65, 68

Is consistently punctual. Asks for clarification if doubt exists. Does not usually require prompting. Able to prioritise workload and manages time effectively with minimal guidance. Makes the most of most opportunities and is able to respond to change. Clear awareness and some involvement in the organisation and structure of the placement. Functions within appropriate legal and ethical understanding.

1st

72, 75, 78

Is consistently punctual. Always asks for clarification if doubt exists. Does not require prompting. In addition uses own initiative appropriately. Consistently able to prioritise workload and manages time effectively taking in to consideration the needs of the client and the multi-professional team. Consistently functions within appropriate legal framework and is able to demonstrate clear understanding of ethical issues which may arise. Responds well to change, and makes full use of all opportunities.

1st

82, 85, 88

Is consistently punctual. Always asks for clarification if doubt exists. In addition uses own initiative appropriately. Uses time to maximum effectiveness and makes the most of opportunities. Fully aware of the organisational structure of the placement, is flexible and responsive. Shows considerable insight and understanding regarding legal requirements, ethical issues. Understands the overall demands on the team and the impact of achieving their workload on others.

1st

92, 95,100

Is highly organised and responsive to change. Demonstrates ability to manage time effectively, may multi – task with ease. Shows considerable insight and understanding regarding legal requirements and ethical issues. Makes full use of all opportunities and is clearly involved in placement and workload management.


III. Client examination and Assessment


Assessment – subjective, objective. Includes practical assessment skills. Perform appropriate specific tests. Identify screening questions and significant health indicators.Adapt generic assessments to individuals. Demonstrate an ability to risk assess and apply appropriate moving and handling techniques.

The ability to complete and maintain appropriate accurate written records.Incorporate known information from other sources, i.e. medical, nursing notes.Seek additional information when appropriate.

Ability to adopt a patient centred and develop a holistic approach.

Learning Outcomes:

By the end of the placement the student will be able to:

Level I Level II Level IIIComplete a basic, safe and appropriate assessment with guidance.

Begin to modify assessments to individual needs and clinical presentation.

Undertake autonomous assessments which are appropriate to the patient’s presentation.

Use basic problem solving and clinical reasoning skills to plan an appropriate management programme.

Demonstrate problem solving and clinical reasoning skills to plan management programmes adopting a patient centred approach.

Synthesise the information gathered from the assessment to prioritise problems and develop a holistic management programme.

Demonstrate the ability to attain, retrieve and record accurate information in a succinct, legible and timely manner.

Demonstrate the ability to attain, retrieve, record and begin to analyse accurate information in a succinct, legible and timely manner.

Maintain accurate records which demonstrate the ability to analyse, summarise and synthesise relevant clinical findings from all sources.

Demonstrate an awareness of the significance of information gained from other professional sources.

Integrate relevant patient specific information from other professionals into the management programme.

Demonstrate an ability to liaise with other appropriate health professionals when developing a management programme.


III. Client examination and Assessment CriteriaReferral

Fail0, 15, 25

Unable to select or implement a basic, complete and appropriate assessment. Unsafe and / or ineffective. Unable to retrieve and document information appropriately. Inaccurate.

Referral Fail

32, 35, 38

Is unable to select or implement basic examination procedures. May gain inaccurate data due to poor practical assessment skills. Is unable to analyse and interpret findings or develop an action plan. Does not use clinical reasoning skills. Does not record findings appropriately. May demonstrate unsafe practice. Shows limited evidence of ability to retrieve and document information appropriately.

3rd

42, 45, 48

Following frequent observation and considerable guidance is able to select and implement basic examination procedures. Assessment skills are generally implemented appropriately giving accurate findings. Is usually able to analyse and interpret findings but finds it difficult to synthesise this into an action plan. Clinical reasoning skills need considerable support. Is safe. Usually records findings appropriately but needs considerable guidance. Demonstrates some evidence that skills in retrieval and documentation of information are sound.

2:2

52, 55, 58

Following observation and guidance is usually able to select and implement basic examination procedures. Is usually able to analyse and interpret findings and begins to synthesise an action plan. Shows some basic clinical reasoning skills but requires guidance. Is safe. Usually records findings appropriately but needs some guidance. Clear evidence of competent retrieval of information and documentation demonstrated.

2:1

62, 65, 68

Following observation is consistently able to select and implement basic examination procedures. Is able to analyse and interpret findings and synthesise an action plan. Shows some basic clinical reasoning skills. Consistently safe in examining patients, is considerate of their needs and modifies assessment accordingly. Usually records findings appropriately. Demonstrates retrieval of information and documentation of information to a good standard.

1st

72, 75, 78

Is consistently able to select and implement examination procedures. Is consistently able to analyse and interpret findings and synthesise an action plan. Demonstrates clinical reasoning skills. Is consistently safe in examining patients, is considerate of their needs. Is able to modify the assessment according to individual need and clinical presentation. Able to retrieve and analyse information consistently well using all available sources. Notation is usually succinct, well organised, legible and timely.

1st

82, 85, 88

Is consistently able to select and implement assessment procedures for routine and more complex clients. Is consistently able to analyse and interpret findings and synthesise an action plan. Demonstrates good clinical reasoning skills. Is consistently safe in examining patients and is considerate of their needs. Records findings appropriately. Demonstrates excellent retrieval and analysis of information. Skills in documentation are succinct, well organised, legible and timely.

1st

92, 95, 100

Consistently able to undertake complex assessments, analyse and prioritise data while fully involving the client in their management programme. Demonstrates outstanding ability to attain, retrieve and analyse appropriate information. Documentation consistently succinct, legible, concise and timely. Adoption of a patient centred approach with multi-professional involvement.


IV Implementation of Physiotherapy Practice


Implementing a range of physiotherapy treatments, including advice, self management as well as manual skills, electrotherapy etc

Demonstrate problem solving and clinical reasoning skills to plan, deliver and evaluate management programmes

Demonstrate evidence based practise Demonstrate an awareness of health promotion strategies which impact on

individual situations and self management Determine appropriate discharge time and management e.g. referral on,

discharge letter,

Learning Outcomes:


Level I Level II Level IIIDevelop and implement a basic management strategy based on assessment findings, clinical presentation and relevant knowledge base.

Develop, implement and start to evaluate an appropriate management strategy based on assessment findings, a relevant knowledge base and available evidence.

Demonstrate problem solving and clinical reasoning skills to plan, deliver, evaluate, adapt and progress management programmes based on a clear evidence and knowledge base.

Demonstrate the ability to select, implement appropriate treatment skills.

Apply, monitor, evaluate and modify treatments according to individual client response

Select, deliver, evaluate and develop management approaches which are relevant to the needs and interests of the individual.

Demonstrate an awareness of evidence based practice

Demonstrate an understanding of the complexities associated with incorporating the evidence base into practice.

Demonstrate the ability to select and critically evaluate an appropriate, relevant evidence base with which to underpin practice.

Demonstrate an understanding of discharge procedures.

Discuss, plan for and implement appropriate discharge procedures.



IV Implementation of Physiotherapy Practice Assessment Criteria

Referral Fail

0, 15, 25

Unable to implement competent physiotherapy practice or implements inappropriate procedures. Is ineffective. Does not evaluate effectiveness. Lacks basic relevant knowledge base.

Referral Fail

32, 35, 38

Is able to choose appropriate procedures but lacks the ability to effectively implement or effectively implements inappropriate procedures. Is ineffective at evaluating effectiveness. Is unable to modify procedures/plans or does not respond to change - works with rules and unable to apply principles as guidelines. Lacks basic relevant knowledge base.

3rd

42, 45, 48

Implements basic physiotherapy treatment adequately but has difficulties with progression and modification. Needs considerable guidance in the application of principles. Shortfalls in linking theory with practice.

2:2

52, 55, 58

With guidance is able to implement basic but competent & appropriate physiotherapy treatment, advice or other appropriate strategies. With prompting makes on-going evaluation of effectiveness. With prompting modifies procedures/plans and responds to change. Is aware of principles but needs guidance in their application. Contributes some ideas from the literature. Sometimes able to justify.

2:1

62, 65, 68

With minimal guidance is able to implement basic but competent & appropriate physiotherapy treatment, advice or other appropriate strategies. Is able to justify decisions and often using an evidence base when appropriate. With some prompting makes on-going evaluation of effectiveness. With minimal prompting modifies procedures/plans and responds to change. With guidance can work with guidelines. Is aware of principles but needs guidance in their application. Makes links between theory and practice.

1st

72, 75, 78

Is consistently able to implement basic but competent & appropriate physiotherapy treatment, advice or other appropriate strategies. Consistently able to justify decisions using an appropriate evidence base. Makes on-going evaluation of effectiveness. Is able to modify procedures/plans and respond to change. Can work with guidelines as opposed to rules. Shows application of principles. Consistently contributes ideas from the literature.

1st

82, 85, 88

Is consistently able to implement comprehensive treatment, choosing from a range of options a strategy which is patient centred, fully justified and evidence based.

1st

92, 95, 100

Fluently implements a comprehensive management strategy based on clear understanding of the available evidence base and its applicability to the individual client.


V. Personal Development and Learning Behaviour


Accepts responsibility for own behaviour. Is aware of the impact of own behaviour on others.

Ability to identify learning needs through a process of self -assessment and reflexive practice.

Takes responsibility for own learning by developing a dialogue with clinical educators.

Balance the needs of self with the demands on the clinical team. Demonstrate the ability to learn from, with and support peers when appropriate.

Learning Outcomes:


Level I Level II Level IIIBegin to use self assessment and reflective skills to optimise learning.

Engage with self appraisal and reflective practice to direct personal and professional development.

Engage in an ongoing dialogue with self and clinical educator to maximise learning experiences and opportunities.


V. Personal Development and Learning Behaviour Assessment Criteria

Referral Fail

0, 15, 25

Does not accept responsibility for own learning. Is unable to analyse own strengths and weaknesses. Lack of insight into development needs. Lacks concern about personal development. Negative reaction to feedback. Afraid of exposing "inadequacies" and is defensive. Is unable to reflect, rather is descriptive when discussing a learning event.

Referral Fail

32, 35, 38

Tends to see others as responsible for his/her learning and is not proactive in maximising opportunities for experiential learning. Tends to drift along- is unable to analyse own strengths and weaknesses. Does not value or invite appraisal or guidance- may not ask for feedback. Limited response when given appraisal / guidance. Is able to identify own knowledge base but is unable to develop an action plan.

3rd

42, 45, 48

Needs considerable guidance in their learning. Difficulties in identifying strengths and weaknesses. Accepts appraisal and guidance but finds it difficult to reflect on it. Tendency to be descriptive rather than reflective. Does not go out of their way to seek new learning opportunities. Accepts constructive feedback.

2:2

52, 55, 58

Needs guidance with their learning. Not always clear about their strengths and weaknesses. Accepts appraisal and guidance. Reflects with considerable guidance but is able to start to analyse learning events. Learning contracts negotiated and appropriate Accepts new learning opportunities. Accepts constructive feedback.

2:1

62, 65, 68

Takes responsibility for their own learning and engages in opportunities for experiential learning. With minimal guidance identifies strengths and weaknesses. Utilises appraisal and guidance. Is able to analyse learning in relation to prior knowledge. Effectively reflects with guidance. Begins to link experience from other situations and placements. Does not mind being exposed to new learning opportunities. Takes constructive feedback well. Keen to negotiate learning opportunities.

1st

72, 75, 78

Consistently owns responsibility for their own learning and exploits the opportunities for experiential learning in the clinical setting. Consistently able to analyse own strengths and weaknesses and makes effective use of the learning contracts. Invites and values appraisal and guidance, balanced with an appropriate degree of independence. Is able to critically reflect on clinical practice. Positive and constructive use of feedback.

1st

82, 85, 88

Demonstrates proactive learning behaviour. Clearly able to identify learning needs through self appraisal and linked to previous experience. Able to critically evaluate and reflect on their examination, assessment, clinical reasoning and patient management skills and how their individual attitudes and values influence their decision making.

1st

92, 95, 100

Consistently demonstrates a high degree of autonomy when effectively using skills of self appraisal, evaluation and critical reflection to inform, direct and manage personal professional development and clinical practice.


Safety and Professional Behaviour

Unsafe practice and/or violations of the Rules of Professional Conduct will normally cause the student to fail the placement. This would then over-ride the assessment mark and a mark of ‘0’ will be recorded.

Records of warnings of unsafe practice or concerns about the professional behaviour of the student must be recorded in the placement record document.

PLEASE make contact with your university placement link as soon as any concerns relating to safety and/ or professional behaviour are raised

Safety:

Fails to apply knowledge of the departmental health and safety policy to specific patient groups /conditions. Is unaware of or disregards contraindications of treatment. Persistently applies treatment techniques and handling skills in a way which puts patient and/or self at risk. Is unreliable in reporting and often fails to tell the educator about adverse findings and/or patient complaints. Persists in unsafe practice despite verbal instructions and/or warnings.

Professional Behaviour- Violation of Rules of Professional Conduct:

Practises outside their safe scope of practice. Fails to respect the rights, dignity and individual sensibilities of their patients. Does not respect patient confidentiality. Fails to communicate and co-operate with other staff and/or criticises them in front of patients. Fails to report circumstances which may put patients or others at risk. Inappropriately advertises their services. Sells, supplies, endorses or promotes the sale of services or goods in ways which exploit the professional relationship with their patient. Fails to adhere at all times to personal and professional standards which reflect credit on the profession.

Nb. All entries should be dated and signed by both the student and the educator.


Appendix 4: Placement assessment guidelines year 2



BSc (Hons)

PhysiotherapyPlacement Assessment Guidelines: Year Two

PHY219a and PHY219b

Revised Sept 2013

Placement Assessment Guidelines: Year 2P a g e | 89

Placement Assessment Guidelines – Year 2












Learning Outcomes and Marking CriteriaI. Interpersonal skills and Professional Behaviour

This category includes: Communication

Verbal, non-verbal, listening, questioning and teaching skills used with peers, patients, relatives, physiotherapists and the wider clinical team. This includes giving and receiving feedback from peers and clinicians.

















Interpersonal skills and Professional Behaviour Assessment Criteria

Referral Fail

0, 15, 25

Communication skills are poor -inadequate and/or unclear. Inability to modify according to individual requirement, professional group or setting.

Is unable to relate to colleagues and/ or other team members. Is unreliable. Unable to or insufficient evidence of the ability to demonstrate professional behaviour. Does not respect the dignity of others.

Referral Fail

32, 35, 38

Communication skills are inadequate and often not adapted to the appropriate circumstance. Limited ability to overcome awkwardness or over confidence.

Despite encouragement demonstrates limited ability to relate to colleagues or team members. Is not consistently reliable. Inadequate evidence of ability to demonstrate professional behaviour.

3rd

42, 45, 48

Communication skills are adequate, and are usually adapted to individual need or the appropriate circumstance. Utilises limited non-verbal skills. Impact of own communication on others is not fully recognised.

Needs encouragement to build relationship within the department or team. Is reliable. Usually carries out responsibilities but the educator may have to check. Generally demonstrates professional behaviour.

2:2

52, 55, 58

Communication skills are clear, adequate, appropriate with evidence of the ability to adapt to individuals needs or situations. Is reliable and trustworthy.

Is able to integrate within the department and team most of the time. Is reliable and can usually be trusted to carry out responsibilities. Satisfactory evidence of ability to demonstrate professional behaviour.

2:1

62, 65, 68

Communication skills are effective with evidence of the ability to adapt to individual needs, various professional groups and settings.

Effectively integrates within the department accepting professional responsibility for their role. Is consistently reliable and can be trusted to carry out responsibilities. Good evidence of ability to demonstrate professional behaviour in a range of situations.

1st

72, 75, 78

Communication skills are consistently effective, with the ability to adapt with sensitivity to the appropriate setting and group. Listening skills are highly developed. Communication throughout a wider professional group is maintained.

Able to integrate into and effectively utilise the relationships within each multi-professional team. Confident in demonstrating professional behaviour, showing ability to be flexible in approach. Gains the respect of others and is respectful.

1st

82, 85, 88


Able to integrate into and be a respected member of the team. Consistently demonstrates professional behaviour to a high level in practice situations.

1st

92, 95,100

Exceptional ability to communicate effectively. Wide ranging evidence to support these skills.

Consistently demonstrates professional behaviour to a high level in practice situations. Demonstrates quick and fluent modification of behaviour when required.








placement.

Learning Outcomes:


Level I Level II Level IIIManage own time and workload with guidance.










II. Organisation and Management skills Assessment CriteriaReferral Fail

0, 15, 25

Ineffective in time management. Is not punctual and is unaffected by the repercussions and the consequences for others. Frequently fails to carry out tasks or report back on difficulties. Requires prompting. Is inclined to "muddle through" rather than ask for help. Unable to prioritise workload. Wastes time and opportunities. Poor awareness of the organisational structure of the placement. Shows a disregard for the need to gain informed consent or maintain confidentiality.

Referral Fail

32, 35, 38

Is not consistently punctual. Inadequate evidence shown of ability to manage time. Requires considerable guidance to prioritise workload and support in time management. Poor awareness of the organisational structure of the placement. Lacks awareness of issues of confidentiality, informed consent or legal requirements.

3rd

42, 45, 48

Is mostly punctual. Some evidence of ability to manage time effectively. Does not always ask for clarification if doubt exists and may display over- confidence. Limited awareness of the organisational structure of the placement. Requires prompting to make the most of opportunities and guidance to prioritise workload Demonstrates an awareness of issues of confidentiality, informed consent, legal requirements, policies and protocols that impact on patient management

2:2

52, 55, 58

Is punctual. Usually asks for clarification if doubt exists. Uses time effectively on many occasions and makes the most of many opportunities. Does require occasional prompting. Requires some guidance to prioritise workload. Clear awareness of the organisational structure of the placement. Gains informed consent, maintains confidentiality and has an awareness of legal requirements, policies and protocols.

2:1

62, 65, 68

Is consistently punctual. Asks for clarification if doubt exists. Does not usually require prompting. Able to prioritise workload and manages time effectively with minimal guidance. Makes the most of most opportunities and is able to respond to change. Clear awareness and some involvement in the organisation and structure of the placement. Functions within appropriate legal and ethical understanding.

1st

72, 75, 78

Is consistently punctual. Always asks for clarification if doubt exists. Does not require prompting. In addition uses own initiative appropriately. Consistently able to prioritise workload and manages time effectively taking in to consideration the needs of the client and the multi-professional team. Consistently functions within appropriate legal framework and is able to demonstrate clear understanding of ethical issues which may arise. Responds well to change, and makes full use of all opportunities.

1st

82, 85, 88

Is consistently punctual. Always asks for clarification if doubt exists. In addition uses own initiative appropriately. Uses time to maximum effectiveness and makes the most of opportunities. Fully aware of the organisational structure of the placement, is flexible and responsive. Shows considerable insight and understanding regarding legal requirements, ethical issues. Understands the overall demands on the team and the impact of achieving their workload on others.

1st

92, 95, 100

Is highly organised and responsive to change. Demonstrates ability to manage time effectively, may multi – task with ease. Shows considerable insight and understanding regarding legal requirements and ethical issues. Makes full use of all opportunities and is clearly involved in placement and workload management.







Learning Outcomes:















III. Client examination and Assessment CriteriaReferral Fail0, 15, 25

Unable to select or implement a basic, complete and appropriate assessment. Unsafe and / or ineffective. Does not demonstrate clinical reasoning. Unable to retrieve and document information appropriately. Inaccurate.

Referral Fail

32, 35, 38

Is unable to select and/or implement basic examination procedures. May gain inaccurate data due to poor practical assessment skills. Is unable to analyse and interpret findings or develop an action plan. Limited use of clinical reasoning skills. Does not record findings appropriately. May demonstrate unsafe practice. Shows limited evidence of ability to retrieve and document information appropriately.

3rd

42, 45, 48

Following frequent observation and guidance is able to select and implement basic examination procedures. Assessment skills are generally implemented appropriately giving accurate findings. Is usually able to analyse and interpret findings but finds it difficult to synthesise this into an action plan. Clinical reasoning skills need some support. Is safe. Usually records findings appropriately but needs some guidance. Demonstrates evidence that skills in retrieval and documentation of information are sound.

2:2

52, 55, 58

Following observation and some guidance is able to select and implement basic examination procedures. Is usually able to analyse and interpret findings and begins to synthesise an action plan. Shows clinical reasoning skills but requires occasional guidance. Is safe. Usually records findings appropriately but needs occasional guidance. Clear evidence of competent retrieval of information and documentation demonstrated.

2:1

62, 65, 68

Following observation is consistently able to select and implement basic examination procedures. Is able to analyse and interpret findings and synthesise an action plan. Generally demonstrates clinical reasoning skills. Consistently safe in examining patients, is considerate of their needs and modifies assessment accordingly. Records findings appropriately. Demonstrates retrieval of information and documentation of information to a good standard.

1st

72, 75, 78

Is consistently able to select and implement examination procedures. Is consistently able to analyse and interpret findings and synthesise an action plan. Demonstrates clinical reasoning skills. Is consistently safe in examining patients, is considerate of their needs. Is able to modify the assessment according to individual need and clinical presentation. Able to retrieve and analyse information consistently well using all available sources. Notation is succinct, well organised, legible and timely.

1st

82, 85, 88

Is consistently able to select and implement assessment procedures for routine and more complex clients. Is consistently able to analyse and interpret findings and synthesise an action plan. Demonstrates good clinical reasoning skills. Is consistently safe in examining patients and is considerate of their needs. Demonstrates excellent recording, retrieval and analysis of information. Skills in documentation are succinct, well organised, legible and timely.

1st

92, 95, 100

Consistently able to undertake complex assessments, analyse and prioritise data while fully involving the client in their management programme. Demonstrates outstanding ability to attain, retrieve and analyse appropriate information. Documentation consistently succinct, legible, concise and timely. Adoption of a patient centred approach with multi-professional involvement.








discharge letter,

Learning Outcomes:















IV Implementation of Physiotherapy Practice Assessment CriteriaReferral Fail

0, 15, 25

Unable to implement competent physiotherapy practice or implements inappropriate procedures. Is ineffective. Does not evaluate effectiveness. Lacks basic relevant knowledge base.

Referral Fail

32, 35, 38

Is able to choose appropriate procedures but lacks the ability to effectively implement or effectively implements inappropriate procedures. Is ineffective at evaluating effectiveness. Is unable to modify procedures/plans or does not respond to change - works with rules and unable to apply principles as guidelines. Lacks basic relevant knowledge base.

3rd

42, 45, 48

Implements basic physiotherapy treatment adequately but has difficulties with progression and modification. Needs guidance in the application of principles. Shortfalls in linking theory with practice. Not always aware of/ responsive to change. Sometimes able to justify

2:2

52, 55, 58

With some guidance is able to implement basic but competent & appropriate physiotherapy treatment, advice or other appropriate strategies. With prompting makes on-going evaluation of effectiveness. With some prompting modifies procedures/plans and responds to change. Is aware of principles but needs guidance in their application. Contributes some ideas from the literature. Usually able to justify.

2:1

62, 65, 68

With minimal guidance is able to implement basic but competent & appropriate physiotherapy treatment, advice or other appropriate strategies. Is able to justify decisions using an evidence base when appropriate. With some prompting makes on-going evaluation of effectiveness. With minimal prompting modifies procedures/plans and responds to change. With guidance can work with guidelines. Is aware of principles but needs guidance in their application. Makes links between theory and practice.

1st

72, 75, 78

Is consistently able to implement basic but competent & appropriate physiotherapy treatment, advice or other appropriate strategies. Consistently able to justify decisions using an appropriate evidence base. Makes on-going evaluation of effectiveness. Is able to modify procedures/plans and respond to change. Can work with guidelines as opposed to rules. Shows application of principles. Consistently contributes ideas from the literature.

1st

82, 85, 88


1st

92, 95, 100

Fluently implements a comprehensive management strategy based on clear understanding of the available evidence base and its applicability to the individual client.








Learning Outcomes:


Level I Level II Level IIIBegin to use self-assessment and reflective skills to optimise learning.

Engage with self-appraisal and reflective practice to direct personal and professional development.



V. Personal Development and Learning Behaviour Assessment CriteriaReferral Fail

0, 15, 25

Does not accept responsibility for own learning. Is unable to analyse own strengths and weaknesses. Lack of insight into development needs. Lacks concern about personal development. Negative reaction to feedback. Afraid of exposing "inadequacies" and is defensive. Is unable to reflect, rather is descriptive when discussing a learning event.

Referral Fail

32, 35, 38

Tends to see others as responsible for his/her learning and is not proactive in maximising opportunities for experiential learning. Tends to drift along- is unable to analyse own strengths and weaknesses. Does not value or invite appraisal or guidance- may not ask for feedback. Limited response when given appraisal / guidance. Is able to identify own knowledge base but is unable to develop an action plan.

3rd

42, 45, 48

Needs guidance in their learning. Difficulties in identifying strengths and weaknesses. Accepts appraisal and guidance but finds it difficult to reflect and act on it. Tendency to be descriptive rather than reflective. Does not go out of their way to seek new learning opportunities. Accepts and demonstrates an appropriate response to constructive feedback.

2:2

52, 55, 58

Needs some guidance with their learning. Not always clear about their strengths and weaknesses. Accepts appraisal and guidance. Reflects with considerable guidance but is able to start to analyse learning events. Learning contracts negotiated and appropriate Accepts new learning opportunities. Demonstrates positive response to constructive feedback.

2:1

62, 65, 68

Takes responsibility for their own learning and engages in opportunities for experiential learning. With minimal guidance identifies strengths and weaknesses. Utilises appraisal and guidance. Is able to analyse learning in relation to prior knowledge. Effectively reflects with guidance. Begins to link experience from other situations and placements. Does not mind being exposed to new learning opportunities. Positive and constructive use of feedback. Keen to negotiate learning opportunities.

1st

72, 75, 78

Consistently owns responsibility for their own learning and exploits the opportunities for experiential learning in the clinical setting. Consistently able to analyse own strengths and weaknesses and makes effective use of the learning contracts. Invites and values appraisal and guidance, balanced with an appropriate degree of independence. Is able to critically reflect on clinical practice. Feedback integrated into development of practice.

1st

82, 85, 88

Demonstrates proactive learning behaviour. Clearly able to identify learning needs through self appraisal and linked to previous experience. Able to critically evaluate and reflect on their examination, assessment, clinical reasoning and patient management skills and how their individual attitudes and values influence their decision making.

1st

92, 95, 100




Unsafe practice and/or violations of the Rules of Professional Conduct will normally cause the student to fail the placement. This would then over-ride the assessment mark and a mark of ‘0’ will be recorded. Records of warnings of unsafe practice or concerns about the professional behaviour of the student must be recorded in the placement record document.


Safety:






Appendix 5: Placement assessment guidance- year 3 (PHY321)



BSc (Hons)

PhysiotherapyPlacement Assessment Guidelines: Year Three :

PHY321a and PHY321b

Revised Sept 2013

Placement Assessment Guidelines: Year 3 (i)P a g e | 102

Placement Assessment Guidelines – Year 3 (i)












Learning Outcomes and Marking CriteriaI. Interpersonal skills and Professional BehaviourThis category includes:

CommunicationVerbal, non verbal, listening, questioning and teaching skills used with peers, patients, relatives, physiotherapists and the wider clinical team. This includes giving and receiving feedback from peers and clinicians.

















I. Interpersonal skills and Professional Behaviour Assessment Criteria

Referral Fail

0, 15, 25

Communication skills are very poor –inadequate, ineffective and/or unclear.Unable to modify according to individual requirement, professional group or setting.

Is unable to relate to colleagues and/ or other team members. Unable to or insufficient evidence of the ability to demonstrate professional behaviour. Is unreliable and/or untrustworthy. Does not respect individual physical, psychological and cultural needs.

Referral Fail

32, 35, 38

Communication skills are poor - ineffective and/or unclear. Communication is often not adapted to the individual requirement or professional group or setting. Demonstrates limited use of non-verbal skills. Limited ability to overcome awkwardness or over confidence.

Despite encouragement demonstrates limited ability to relate to colleagues or team members. Inadequate evidence of ability to demonstrate professional behaviour. Is not consistently reliable and/or trustworthy. Does not consistently respect individual physical, psychological and cultural needs.

3rd

42, 45, 48

Communication skills are effective and acceptable. These are adapted to the individual requirement and / or professional group or setting.Is aware of the impact of own communication on others.

Needs encouragement but is able to build appropriate relationships with colleagues and the department or team.Satisfactory evidence of the ability to demonstrate professional behaviour. Is reliable and trustworthy.Consistently respects individual physical and/or psychological and cultural needs.

2:2

52, 55, 58

Communication skills are good - clear, effective and appropriate. Evidence of the ability to adapt to individual requirement and professional group and/or setting.

Is able to integrate within the department and team most of the time. Good evidence of ability to demonstrate professional behaviour in a range of situations.Is reliable, trustworthy and consistently carries out responsibilities. Consistently respects individual physical and/or psychological and cultural needs.

2:1

62, 65, 68

Communication skills are very good. Evidence of the ability to adapt to individual requirements, various professional groups and settings.

Effectively integrates within the wider team.Accepts professional responsibility for their role. Consistent evidence of ability to demonstrate professional behaviour in a range of situations.Is reliable, trustworthy and consistently carries out responsibilities. Consistently respects individual physical, psychological & cultural needs.

1st

72, 75, 78

Communication skills are excellent. Consistently effective, with the ability to adapt sensitively to the individual, setting and group. Listening skills are highly developed. Communication throughout a wider professional group is maintained.

Able to integrate into and effectively utilise the relationships within each multi-professional team. Wide ranging evidence supporting the ability to confidently demonstrate flexible professional behaviour.Gains the respect of others and is respectful.

1st

82, 85, 88


Able to integrate into and be a respected member of the multi-professional team.Consistently demonstrates professional behaviour to a high level in practice situations.

1st

92, 95,100

Exceptional ability to communicate effectively even in challenging situations.Utilises the full range of communication skills with wide ranging evidence to support their use.

Consistently demonstrates professional behaviour to a high level in practice situations.Demonstrates quick and fluent modification of behaviour when required. Contributes to effective team working.








placement.

Learning Outcomes:












II. Organisation and Management skills Assessment CriteriaReferral Fail

0, 15, 25

Ineffective in time management. Unable to manage allocated workload despite considerable guidance. Wastes time and opportunities. Frequently fails to carry out tasks or report back on difficulties. Is not punctual and is unaffected by the repercussions and consequences for others. Unable to prioritise workload despite considerable guidance. Shows a disregard for or is unaware of the need to gain informed consent or maintain confidentiality. Poor awareness of the organisational structure of the placement. Does not accept responsibility for the care of their patients.

Referral Fail

32, 35, 38

Inadequate evidence shown of ability to manage time. Does not always ask for clarification if doubt exists and / or may display over- confidence. Regularly requires guidance to manage and prioritise allocated workload. Prompting required to make use of opportunities. Is not punctual. Demonstrates a basic awareness of issues of confidentiality, informed consent etc that impact on patient management. Limited awareness of the organisational structure of the placement. Does not consistently accept responsibility for the care of their patients.

3rd

42, 45, 48

Shows evidence of ability to manage time effectively. Usually asks for clarification if doubt exists. Appropriate time management of individual patient interactions. Requires occasional guidance to prioritise workload. Only makes the most of some opportunities. Is consistently punctual. Consistently gains informed consent, maintains confidentiality and has an awareness of legal requirements, policies and protocols. Clear awareness of and some involvement in the organisational structure of the placement. Accepts responsibility for the care of designated patients.

2:2

52, 55, 58

Good evidence of the ability to organise and manage time effectively. Asks for clarification if doubt exists. Good time management of individual patient interactions. Requires minimal guidance to prioritise workload. Uses time effectively on many occasions and makes the most of many opportunities. Takes responsibility for own punctuality and time keeping. Integrates issues of confidentiality, informed consent etc into daily practice. Aware of their significance. Clear awareness of and involvement in the organisation and structure of the placement. Accepts responsibility for the care of designated patients with awareness of the demands on clients and of the needs of other professional groups.

2:1

62, 65, 68

Very good evidence of the ability to organise and manage time effectively. Asks for clarification if doubt exists. Very good use of individual patient interactions – maximising effectiveness through flexibility and best use of time available. Able to prioritise workload effectively with support rather than guidance. Makes the most of most opportunities. Integrates and understands issues of confidentiality, informed consent etc in daily practice. Discusses the structure and organisation of the placement. Engaged with the care of designated patients, aware of the demands on clients and of the needs of other professional groups.

1st

72, 75, 78

Excellent evidence of the ability to organise and manage time effectively. Always asks for clarification if doubt exists. Uses own initiative appropriately. Consistently able to prioritise workload and manages time effectively taking into consideration the needs of the client and the multi-professional team. Responds well to change, and makes full use of all opportunities. Functions within appropriate legal framework consistently, demonstrating sensitivity to ethical issues which may arise. Positively influences the placement structure and organisation.

1st

82, 85, 88

Always asks for clarification if doubt exists. Uses own initiative appropriately. Uses time to maximum effectiveness and makes the most of opportunities. Is flexible and responsive when negotiating placement structure and organisation. Shows considerable insight and understanding regarding legal requirements, ethical issues. Understands the overall demands on the team and the impact of achieving their workload on others.

1st

92, 95,100

Is highly organised and responsive to change. Demonstrates ability to manage time effectively, at times multi–tasks with ease. Shows considerable insight and understanding regarding legal requirements and ethical issues. Makes full use of all opportunities and is clearly involved in placement and workload management.







Learning Outcomes:
















Fail0, 15, 25

Unable to select or implement a basic, complete and appropriate assessment. Is unable to analyse and interpret findings or develop an action plan. Unsafe and/or ineffective. Does not use clinical reasoning skills. Unable to retrieve and document information accurately and/or appropriately.

Referral Fail

32, 35, 38

Needs frequent observation and considerable guidance to be able to select and implement basic examination procedures. May gain inaccurate data due to poor practical assessment skills. Clinical reasoning skills need considerable support. May demonstrate unsafe practice. Insufficient evidence of ability to consistently retrieve and document information appropriately.

3rd

42, 45, 48

Is consistently safe in examining patients. Assessment skills are generally selected and implemented appropriately giving accurate findings. Is usually able to analyse and interpret findings but finds it difficult to synthesise this into an action plan. Demonstrates basic clinical reasoning skills. Records findings appropriately but needs some guidance. Demonstrates evidence that skills in retrieval of information are sound.

2:2

52, 55, 58

Assessment skills are selected and implemented effectively. Is able to analyse, interpret findings and synthesise an action plan. Demonstrates good clinical reasoning skills. Clear evidence of competent retrieval of information and documentation demonstrated.

2:1

62, 65, 68

Is consistently able to select and implement appropriate examination procedures. Is able to analyse, interpret findings and synthesise an action plan adapted to individual requirements. Demonstrates very good clinical reasoning skills. Demonstrates retrieval of information from a range of sources. Documentation of information to a very good standard.

1st

72, 75, 78

Is consistently able to select, modify and implement examination procedures with increasingly complex patients. Is able to analyse, interpret findings and synthesise an action plan sensitively adapted to individual requirements. Demonstrates excellent clinical reasoning skills. Is able to consistently modify the assessment according to individual need and a range of clinical presentations. Able to retrieve and analyse information consistently well using all available sources. Notation is succinct, well organised, legible and timely.

1st

82, 85, 88

Is consistently able to select, modify and implement assessment procedures for routine and more complex clients. Is consistently able to analyse and interpret findings and synthesise an action plan. Is able to sensitively modify the assessment according to individual need and a range of clinical presentations. Demonstrates excellent clinical reasoning skills. Demonstrates excellent retrieval and analysis of information. Skills in documentation are succinct, well organised, legible and timely.

1st

92, 95, 100

Consistently able to undertake complex assessments, analyse and prioritise data while fully involving the client in their management programme. Able to adapt input in response to unpredictable situations. Demonstrates outstanding ability to attain, retrieve and analyse appropriate information. Documentation consistently succinct, legible, concise and timely. Adoption of a patient centred approach with multi-professional involvement.








discharge letter,

Learning Outcomes:
















0, 15, 25

Unable to implement competent physiotherapy practice or implements inappropriate procedures. Is ineffective and / or unsafe. Does not evaluate effectiveness. Lacks basic relevant knowledge base. No awareness of discharge procedures.

Referral Fail

32, 35, 38

Is able to choose appropriate procedures but lacks the ability to effectively implement, or, implements inappropriate procedures. Is ineffective at evaluating practice. Is unable to modify procedures/plans or does not respond to change - works with rules and unable to apply principles as guidelines. Little awareness of discharge procedures.

3rd

42, 45, 48

Is able to implement basic but competent and appropriate physiotherapy treatment, advice or other appropriate strategies with minimal guidance. With occasional prompting makes on-going evaluation of effectiveness. Demonstrates progression and modification of treatment with guidance. Needs some guidance in the application of principles. Shows evidence of linking theory with practice and able to justify decisions. Able to discuss and implement appropriate discharge procedures. Demonstrates an understanding of the need to practise safely and effectively within their scope of practice.

2:2

52, 55, 58

Is able to implement competent and appropriate physiotherapy treatment. Usually able to make an on-going evaluation of effectiveness and to respond to change. With minimal prompting modifies procedures/plans. Is aware of principles but occasionally needs to seek guidance in their application. Contributes ideas from the literature to justify decisions. Clear evidence of linking theory with practice. Discharge procedures planned for and integrated into management programme with some guidance.

2:1

62, 65, 68

Is able to implement and modify competent and appropriate physiotherapy treatment, advice or other appropriate strategies. Is able to appraise and appropriately apply an evidence base. Routinely makes on-going evaluation of effectiveness. Discharge procedures planned for and integrated into management programme.

1st

72, 75, 78

Is able to selectively implement competent and appropriate physiotherapy treatment, advice or other appropriate strategies. Consistently able to justify decisions using an appropriate evidence base. Makes on-going evaluation of effectiveness. Is able to modify procedures/plans and respond to change. Consistently contributes ideas from the literature.

1st

82, 85, 88


1st

92, 95, 100

Fluently implements a comprehensive management strategy based on clear understanding of the available evidence base and its applicability to the individual situation and patient. Fully involves patients and all appropriate services throughout course of treatment with their discharge.








Learning Outcomes:







Referral Fail

0, 15, 25

Does not accept responsibility for own learning. Is unable to analyse own strengths and weaknesses. Lack of insight into development needs. Lacks concern about personal development. Negative reaction to, and does not invite feedback. Afraid of exposing "inadequacies" and is defensive. Is unable to reflect, rather is descriptive when discussing a learning event.

Referral Fail

32, 35, 38

Takes some responsibility for his/her learning but is not proactive in maximising opportunities for experiential learning. Tends to drift along. Difficulties in identifying strengths and weaknesses. Does not invite appraisal or guidance and limited response demonstrated when given feedback. Is able to identify own knowledge base but is unable to develop an action plan.

3rd

42, 45, 48

Takes responsibility for their own learning. Generally able to identify own strengths and weaknesses. Invites and accepts appraisal, guidance and constructive feedback, and demonstrates a positive response. Reflects with guidance and is able to analyse learning events. Accepts new learning opportunities.

2:2

52, 55, 58

Discusses learning needs, appropriately linking experiences from other situations and placements. Accepts appraisal and guidance. Learning contracts negotiated and appropriate. Engages appropriately with new learning opportunities. Positive and constructive use of feedback to inform ongoing development

2:1

62, 65, 68

Seeks appropriate guidance in developing their learning. Engages in and seeks opportunities for experiential learning. Able to identify their own strengths and weaknesses. Utilises appraisal and guidance effectively. Is able to analyse learning in relation to prior knowledge. Effectively reflects and links experience from other situations and placements. Keen to negotiate learning opportunities.

1st

72, 75, 78

Consistently able to analyse own strengths and weaknesses and makes effective use of the learning contract to direct their own learning. Invites and values appraisal, balanced with an appropriate degree of independence. Is able to critically reflect on clinical practice. Feedback integrated into development of practice. Actively seeks learning opportunities.

1st

82, 85, 88

Demonstrates proactive learning behaviour. Clearly able to identify learning needs through self appraisal linked to previous experience. Able to critically evaluate and reflect on their examination, assessment, clinical reasoning and patient management skills and how their individual attitudes and values influence their decision making.

1st

92, 95, 100






Safety:






Appendix 6: Placement assessment guidance- year 3 (PHY324)



BSc (Hons)

Physiotherapy

Placement Assessment Guidelines: Year Three (PHY324)

Revised Sept 2015

Placement Assessment Guidelines: Year 3 (ii)P a g e | 115

Placement Assessment Guidelines – Year 3 (ii)












Learning Outcomes and Marking CriteriaI. Interpersonal skills and Professional BehaviourThis category includes:

CommunicationVerbal, non verbal, listening, questioning and teaching skills used with peers, patients, relatives, physiotherapists and the wider clinical team. This includes giving and receiving feedback from peers and clinicians.

















I. Interpersonal skills and Professional Behaviour Assessment Criteria

Referral Fail

0, 15, 25

Communication skills are very poor –inadequate, ineffective and/or unclear.Unable to modify according to individual requirement, professional group or setting.

Is unable to relate to colleagues and/ or other team members. Unable to or insufficient evidence of the ability to demonstrate professional behaviour. Is unreliable and/or untrustworthy. Does not respect individual physical, psychological and cultural needs.

Referral Fail

32, 35, 38

Communication skills are poor - ineffective and/or unclear. Communication is often not adapted to the individual requirement or professional group or setting. Demonstrates limited use of non-verbal skills. Limited ability to overcome awkwardness or over confidence.

Despite encouragement demonstrates limited ability to relate to colleagues or team members. Inadequate evidence of ability to demonstrate professional behaviour. Is not consistently reliable and/or trustworthy.Does not consistently respect individual physical, psychological and cultural needs.

3rd

42, 45, 48

Communication skills are effective and acceptable.These are adapted to the individual requirement and / or professional group or setting.Is aware of the impact of own communication on others.

Needs encouragement but is able to build appropriate relationships with colleagues and the department or team.Satisfactory evidence of the ability to demonstrate professional behaviour. Is reliable and trustworthy.Consistently respects individual physical and/or psychological and cultural needs.

2:2

52, 55, 58

Communication skills are good - clear, effective and appropriate. Evidence of the ability to adapt to individual requirement and professional group and/or setting.

Is able to integrate within the department and team most of the time. Good evidence of ability to demonstrate professional behaviour in a range of situations. Is reliable, trustworthy and consistently carries out responsibilities. Consistently respects individual physical and/or psychological and cultural needs.

2:1

62, 65, 68

Communication skills are very good. Evidence of the ability to adapt to individual requirements, various professional groups and settings.

Effectively integrates within the wider team.Accepts professional responsibility for their role. Consistent evidence of ability to demonstrate professional behaviour in a range of situations.Is reliable, trustworthy and consistently carries out responsibilities. Consistently respects individual physical, psychological & cultural needs.

1st

72, 75, 78

Communication skills are excellent. Consistently effective, with the ability to adapt sensitively to the individual, setting and group. Listening skills are highly developed. Communication throughout a wider professional group is maintained.

Able to integrate into and effectively utilise the relationships within each multi-professional team. Wide ranging evidence supporting the ability to confidently demonstrate flexible professional behaviour.Gains the respect of others and is respectful.

1st82, 85, 88


Able to integrate into and be a respected member of the multi-professional team.Consistently demonstrates professional behaviour to a high level in practice situations.

1st

92, 95,100

Exceptional ability to communicate effectively even in challenging situations.Utilises the full range of communication skills with wide ranging evidence to support their use.

Consistently demonstrates professional behaviour to a high level in practice situations.Demonstrates quick and fluent modification of behaviour when required. Contributes to effective team working.








placement.

Learning Outcomes:












II. Organisation and Management skills Assessment CriteriaReferral

Fail

0, 15, 25

Ineffective in time management. Unable to manage allocated workload despite considerable guidance. Wastes time and opportunities. Frequently fails to carry out tasks or report back on difficulties. Is not punctual and is unaffected by the repercussions and consequences for others. Unable to prioritise workload despite considerable guidance. Shows a disregard for or is unaware of the need to gain informed consent or maintain confidentiality. Poor awareness of the organisational structure of the placement. Does not accept responsibility for the care of their patients.

Referral Fail

32, 35, 38

Inadequate evidence shown of ability to manage time. Does not always ask for clarification if doubt exists and / or may display over- confidence. Regularly requires guidance to manage and prioritise allocated workload. Prompting required to make use of opportunities. Is not punctual. Demonstrates a basic awareness of issues of confidentiality, informed consent etc that impact on patient management. Limited awareness of the organisational structure of the placement. Does not consistently accept responsibility for the care of their patients.

3rd

42, 45, 48

Shows evidence of ability to manage time effectively. Asks for clarification if doubt exists. Appropriate time management of individual patient interactions. Requires occasional guidance to prioritise workload. Only makes the most of some opportunities. Is consistently punctual. Consistently gains informed consent, maintains confidentiality and has an awareness of legal requirements, policies and protocols. Clear awareness of and some involvement in the organisational structure of the placement. Accepts responsibility for the care of designated patients.

2:2

52, 55, 58

Good evidence of the ability to organise and manage time effectively. Asks for clarification if doubt exists. Good time management of individual patient interactions. Requires minimal guidance to prioritise workload. Uses time effectively on many occasions and makes the most of many opportunities. Takes responsibility for own punctuality and time keeping. Integrates issues of confidentiality, informed consent etc into daily practice. Aware of their significance. Clear awareness of and involvement in the organisation and structure of the placement. Accepts responsibility for the care of designated patients with awareness of the demands on clients and of the needs of other professional groups.

2:1

62, 65, 68

Very good evidence of the ability to organise and manage time effectively. Asks for clarification if doubt exists. Very good use of individual patient interactions – maximising effectiveness through flexibility and best use of time available. Able to prioritise workload effectively with support rather than guidance. Makes the most of most opportunities. Integrates and understands issues of confidentiality, informed consent etc in daily practice. Discusses the structure and organisation of the placement. Engaged with the care of designated patients, aware of the demands on clients and of the needs of other professional groups.

1st

72, 75, 78

Excellent evidence of the ability to organise and manage time effectively. Always asks for clarification if doubt exists. Uses own initiative appropriately. Consistently able to prioritise workload and manages time effectively taking into consideration the needs of the client and the multi-professional team. Responds well to change, and makes full use of all opportunities. Functions within appropriate legal framework consistently, demonstrating sensitivity to ethical issues which may arise. Positively influences the placement structure and organisation.

1st

82, 85, 88

Always asks for clarification if doubt exists. Uses own initiative appropriately. Uses time to maximum effectiveness and makes the most of opportunities. Is flexible and responsive when negotiating placement structure and organisation. Shows considerable insight and understanding regarding legal requirements, ethical issues. Understands the overall demands on the team and the impact of achieving their workload on others.

1st

92, 95,100

Is highly organised and responsive to change. Demonstrates ability to manage time effectively, at times multi – tasks with ease. Shows considerable insight and understanding regarding legal requirements and ethical issues. Makes full use of all opportunities and is clearly involved in placement and workload management.







Learning Outcomes:
















Fail0, 15, 25

Unable to select or implement a basic, complete and appropriate assessment. Is unable to analyse and interpret findings or develop an action plan. Unsafe and/or ineffective. Does not use clinical reasoning skills. Unable to retrieve and document information accurately and/or appropriately.

Referral Fail

32, 35, 38

Needs frequent observation and considerable guidance to be able to select and implement basic examination procedures. May gain inaccurate data due to poor practical assessment skills. Clinical reasoning skills need considerable support. May demonstrate unsafe practice. Insufficient evidence of ability to consistently retrieve and document information appropriately.

3rd

42, 45, 48

Is consistently safe in examining patients. Assessment skills are selected and implemented appropriately giving accurate findings. Is able to analyse and interpret findings into an action plan. Demonstrates basic clinical reasoning skills. Records findings appropriately but needs some guidance. Demonstrates evidence that skills in retrieval of information are sound.

2:2

52, 55, 58

Assessment skills are selected and implemented effectively. Is able to analyse, interpret findings and synthesise an action plan. Demonstrates good clinical reasoning skills. Clear evidence of competent retrieval of information and documentation demonstrated.

2:1

62, 65, 68

Is consistently able to select and implement appropriate examination procedures. Is able to analyse, interpret findings and synthesise an action plan adapted to individual requirements. Demonstrates very good clinical reasoning skills. Demonstrates retrieval of information from a range of sources. Documentation of information to a very good standard.

1st

72, 75, 78

Is consistently able to select, modify and implement examination procedures with increasingly complex patients. Is able to analyse, interpret findings and synthesise an action plan sensitively adapted to individual requirements. Demonstrates excellent clinical reasoning skills. Is able to consistently modify the assessment according to individual need and a range of clinical presentations. Able to retrieve and analyse information consistently well using all available sources. Notation is succinct, well organised, legible and timely.

1st

82, 85, 88

Is consistently able to select, modify and implement assessment procedures for routine and more complex clients. Is consistently able to analyse and interpret findings and synthesise an action plan. Is able to sensitively modify the assessment according to individual need and a range of clinical presentations. Demonstrates excellent clinical reasoning skills. Demonstrates excellent retrieval and analysis of information. Skills in documentation are succinct, well organised, legible and timely.

1st

92, 95, 100

Consistently able to undertake complex assessments, analyse and prioritise data while fully involving the client in their management programme. Able to adapt input in response to unpredictable situations. Demonstrates outstanding ability to attain, retrieve and analyse appropriate information. Documentation consistently succinct, legible, concise and timely. Adoption of a patient centred approach with multi-professional involvement.









discharge letter,

Learning Outcomes:
















0, 15, 25

Unable to implement competent physiotherapy practice or implements inappropriate procedures. Is ineffective and / or unsafe. Does not evaluate effectiveness. Lacks basic relevant knowledge base. No awareness of discharge procedures.

Referral Fail

32, 35, 38

Is able to choose appropriate procedures but lacks the ability to effectively implement, or, implements inappropriate procedures. Is ineffective at evaluating practice. Is unable to modify procedures/plans or does not respond to change - works with rules and unable to apply principles as guidelines. Little awareness of discharge procedures.

3rd

42, 45, 48

Is able to implement basic but competent and appropriate physiotherapy treatment, advice or other appropriate strategies. Makes on-going evaluation of effectiveness. Demonstrates progression and modification of treatment. Needs some guidance in the application of principles. Shows evidence of linking theory with practice and able to justify decisions. Able to discuss and implement appropriate discharge procedures. Demonstrates an understanding of the need to practise safely and effectively within their scope of practice.

2:2

52, 55, 58

Is able to implement competent and appropriate physiotherapy treatment. Able to make an on-going evaluation of effectiveness and to respond to change. Modifies procedures/plans. Is aware of principles but occasionally needs to seek guidance in their application. Contributes ideas from the literature to justify decisions. Clear evidence of linking theory with practice. Discharge procedures planned for and integrated into management programme with some guidance.

2:1

62, 65, 68

Is able to implement and modify competent and appropriate physiotherapy treatment, advice or other appropriate strategies. Is able to appraise and appropriately apply an evidence base. Routinely makes on-going evaluation of effectiveness. Discharge procedures planned for and integrated into management programme.

1st

72, 75, 78

Is able to selectively implement competent and appropriate physiotherapy treatment, advice or other appropriate strategies. Consistently able to justify decisions using an appropriate evidence base. Makes on-going evaluation of effectiveness. Is able to modify procedures/plans and respond to change. Consistently contributes ideas from the literature.

1st

82, 85, 88


1st

92, 95, 100

Fluently implements a comprehensive management strategy based on clear understanding of the available evidence base and its applicability to the individual situation and patient. Fully involves patients and all appropriate services throughout course of treatment with their discharge.








Learning Outcomes:







Referral Fail

0, 15, 25

Does not accept responsibility for own learning. Is unable to analyse own strengths and weaknesses. Lack of insight into development needs. Lacks concern about personal development. Negative reaction to, and does not invite feedback. Afraid of exposing "inadequacies" and is defensive. Is unable to reflect, rather is descriptive when discussing a learning event.

Referral Fail

32, 35, 38

Takes some responsibility for his/her learning but is not proactive in maximising opportunities for experiential learning. Tends to drift along. Difficulties in identifying strengths and weaknesses. Does not invite appraisal or guidance and limited response demonstrated when given feedback. Is able to identify own knowledge base but is unable to develop an action plan.

3rd

42, 45, 48

Takes responsibility for their own learning. Generally able to identify own strengths and weaknesses. Invites and accepts appraisal, guidance and constructive feedback, and demonstrates a positive response. Reflects with guidance and is able to analyse learning events. Accepts new learning opportunities.

2:2

52, 55, 58

Discusses learning needs, appropriately linking experiences from other situations and placements. Accepts appraisal and guidance. Learning contracts negotiated and appropriate. Engages appropriately with new learning opportunities. Positive and constructive use of feedback to inform ongoing development

2:1

62, 65, 68

Seeks appropriate guidance in developing their learning. Engages in and seeks opportunities for experiential learning. Able to identify their own strengths and weaknesses. Utilises appraisal and guidance effectively. Is able to analyse learning in relation to prior knowledge. Effectively reflects and links experience from other situations and placements. Keen to negotiate learning opportunities.

1st

72, 75, 78

Consistently able to analyse own strengths and weaknesses and makes effective use of the learning contract to direct their own learning. Invites and values appraisal, balanced with an appropriate degree of independence. Is able to critically reflect on clinical practice. Feedback integrated into development of practice. Actively seeks learning opportunities.

1st

82, 85, 88

Demonstrates proactive learning behaviour. Clearly able to identify learning needs through self-appraisal linked to previous experience. Able to critically evaluate and reflect on their examination, assessment, clinical reasoning and patient management skills and how their individual attitudes and values influence their decision making.

1st

92, 95, 100

Consistently demonstrates a high degree of autonomy when effectively using skills of self-appraisal, evaluation and critical reflection to inform, direct and manage personal professional development and clinical practice.





Safety:






Appendix 7: Placement risk assessments

RA1 Risk Assessment for PlacementPlacement NHS Placement within Devon & CornwallRisk Factor Risk Profile Description Actions Supporting ResourcesWork Medium Occasional exposure to high risk

clientsOccasional exposure to body fluids etcManual Handling and therapeutic handling activities

Mandatory training prior to commencement of placement, induction to placement area and adherence to all NHS policies and risk management measures. Supervision of student by placement educator

Programme handbook, Trust H&S policies (ARC) and mandatory training resources

Travel & Transportation Low Placements may be located throughout Devon & Cornwall- some commuting required

Students encouraged to arrange accommodation close to placements to minimise travel requirements.

Accomodation list provided on Tulip

Location Low Placements in local area- no significant risks

n/a n/a

General Environmental Health

Low No significant environmental health risks

n/a n/a

Individual Student Variable Students have a range of health/ disability needs

Occupational Health and DAS provision prior to any placements. All students encouraged to discuss potential issues with their personal tutors. Provision for pre-placement assessment/ discussion/ visits made through DAS and programme placement team

DAS/ Occ Health policies, programme handbook, placement education handbook

Insurance Limitations Low University and employers’ liability cover available

Students are able to become student members of the Chartered Society of Physiotherapy, which provides further liability cover

University documentation

Previous Placement Report

Low All placements covered by PQR processes

Annual placement audit. Placement monitoring and feedback from both staff visiting and students attending placement areas

PQR documentationARC placement monitoring forms

Placement risk assessment P a g e | 129

Placement NHS Placement outside Devon & CornwallRisk Factor Risk Profile Description Actions Supporting ResourcesWork Medium Occasional exposure to

high risk clientsOccasional exposure to body fluids etcManual Handling and therapeutic handling activities



Travel & Transportation Medium Placements may be located throughout UK- commuting required


Information re. Accommodation requested from placement area/ local physio placement user

Location Low Placements in UK- no significant risks

n/a n/a



n/a n/a


Feasibility of non-local placement considered prior to agreeing with student Occupational Health and DAS provision prior to any placements. All students encouraged to discuss potential issues with their personal tutors. Provision for pre-placement assessment/ discussion/ visits made through DAS and programme placement team





Previous Placement Report Low All placements covered by PQR processes

Workplace agreement and PQR in place prior to placement being arranged. Liaison with local placement users to assess suitability of placement

PQR documentation


Placement Non NHS PlacementsRisk Factor Risk Profile Description Actions Supporting ResourcesWork Medium Occasional exposure to high risk

clientsOccasional exposure to body fluids etcManual Handling and therapeutic handling activities



Travel & Transportation Low Placements may be located in a range of areas- some commuting required


Accomodation list provided on Tulip

Location Low Placements in UK- no significant risks

n/a n/a



n/a n/a


Occupational Health and DAS provision prior to any placements. All students encouraged to discuss potential issues with their personal tutors. Provision for pre-placement assessment/ discussion/ visits made through DAS and programme placement team





Previous Placement Report Low All placements covered by PQR processes

Workplace agreement and PQR in place prior to placement being arranged. Annual placement audit. Placement monitoring and feedback from both staff visiting and students attending placement areas

PQR documentationARC placement monitoring forms


Appendix 8: Recommended texts

Year 1:This year contains a strong element of shared learning with students from other health programmes. The second part of the year introduces the first profession specific modules and skills and concludes with the first practice placement.

Core BooksMain, E. & Denehy, L. (2016) Cardiorespiratory Physiotherapy Adults and Paediatrics. 5th edition. Edinburgh: Elsevier Drake, R.L. Vogl, A.W. & Mitchell, A.W.M. (2009) Gray's Anatomy for Students. 2nd Edition. Philadelphia: Churchill LivingstoneORPalastanga, N. Field, D. and Soames, R. (2006) Anatomy and Human Movement. 5th edition. Oxford: Butterworth Heinemann Stokes, M. (Ed) (2004) Physical Management in Neurological Rehabilitation. 2nd Edition. Edinburgh: Mosby. Barrett, K. E. Barman, S.M. Boitano, S. & Brooks, H.L. (2009) Ganong’s review of medical physiology. 23rd edition. McGraw-Hill Petty, N. J. (2006) Neuromusculoskeletal Examination And Assessment: A Handbook For Therapists. 3rd edition. Edinburgh: Churchill Livingstone

Recommended Texts:

Porter, S. (2008) The Anatomy Colouring and Workbook. 2nd Edition. Oxford: Butterworth Heinemann Kenyon, J. & Kenyon, K. (2009) The Physiotherapist’s Pocket Book. 2nd Edition. Edinburgh: Churchill Livingstone Corne, J. Carroll, M. Delany, D. & Brown, I. (2002) Chest X-rays made easy. Edinburgh: Churchill Livingstone

Year 2:The focus of this year is the continuation of professional education and training. Students will also commence their project research studies and develop their understanding of interprofessional practice.

Appendices- recommended texts P a g e | 132

Recommended Texts:

Pryor, J.A. & Prasad, A.S. (2008) Physiotherapy for Respiratory and Cardiac Problems: Adults and Paediatrics. 4th edition. Edinburgh: Churchill Livingstone Engstrom B and van de Ven C (eds) (1999) Therapy for Amputees. Edinburgh: Churchill Livingstone

Stokes, M. (Ed) (2004) Physical Management in Neurological Rehabilitation. 2nd Edition. Edinburgh: Mosby. Shumway–Cook, A. and Woolacott, MH. (2006) Motor Control: Translating Research into Clinical Practice. 3rd edition. Lippincott Williams: London

Pope PM(2006). Severe and Complex Neurological Disability: Management of the Physical Condition. Butterworth-Heinemann

Adler, S (2003) PNF in practice : an illustrated guide Springer: London

Kendall FP (2005). Muscles : testing and function with posture and pain Baltimore: Lippincott Williams & Wilkins

Petty, N. J. (2006) Neuromusculoskeletal Examination And Assessment: A Handbook For Therapists. 3rd edition. Edinburgh: Churchill Livingstone Petty NJ (2004) Principals of neuromuscular treatment and management. Churchill Livingstone, Edinburgh

Drake et al. (2005) Gray’s Anatomy for Students. Elsevier/Churchill Livingstone, LondonorPalastanga N, Field D, Soames R (2002) Anatomy and human movement. Butterworth Heinemann, Oxford

Year 3:The final year of the course has a strong element of clinical education with three placements. You will also conclude your project studies with data collection and the production of a research article.

Appendices- recommended texts P a g e | 133

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