PRACTICE EDUCATION PLACEMENT 2

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B123879
Module Leader Douglas Lauchlan
School School of Health and Life Sciences
Subject Physiotherapy
Trimester
  • A (September start)

Pre-Requisite Knowledge

All level 1 & 2 modules Satisfactory attendance across level 3 modules.

Summary of Content

The practice education placement is an intrinsic part of the Physiotherapy programme. It allows students to develop and apply theoretical knowledge, extend and transfer practical skills and refine their problem solving ability as part of their clinical reasoning. Students will develop an awareness of wider managerial, social, cultural and political issues. Students will build on their ability to reflect on their strengths and weaknesses in relation to their clinical practice in recognition of professional values and regulatory standard (inc. data protection and patient/client confidentiality) It is expected that student practice will reflect an understanding of the need to act in the best interests of service users and they will respect and uphold the rights, dignity, values and autonomy of service users at all times. Student practice will demonsrtrate skills in empathy, care and compassion. Students will also be expected to demonstrate clear and effective communication and manner and the impact of culture, equality and diversity on practice.

Syllabus

Intentionally left blank.

Learning Outcomes

On successful completion of this module the student should be able to develop practice independently with appropriate support and guidance, within a structured supervised and supportive environment in achieving the following learning outcomes:1. Demonstrate professional behavior and an understanding and consideration of patient/client rights and consent.2. Communicate effectively and appropriately using clear and accurate means of documentation.3. Identify adverse events/near misses and minimise risk associated with assessment and interventions4. Conduct effective patient/client examination (including interviews and physical assessment) and select appropriate health indicators and outcomes5. Demonstrate effective clinical reasoning skills in identifying and prioritising patient/client problems through interpretation of assessment findings and selection of appropriate intervention6. Demonstrate effective skills in relation to appropriate monitoring and progression of intervention (including education) and discharge of patient/client.7. Consistently apply evidence-based practice in patient/client care8. Demonstrate an awareness and commitment to Continued Professional Development (CPD)

Teaching / Learning Strategy

Situated learning in the practice environment allows students to test hypotheses and evaluate and implement appropriate physiotherapy management. Placements provide students with a unique opportunity to apply knowledge and skills as part of clinical problem solving and reasoning including emerging/comtemporary areas of physiotherapy practice. A variety of learning and teaching strategies are used routinely by the practice educator, e.g. tutorials, student?led seminars, opportunities for observation and peer?assisted learning. Within the module independent CPD activities, both verbal and written, are undertaken by students daily. These form the basis of a structured discussion with an allocated lecturer. It is expected that students will require a decreasing support and guidance, within a structured supervised and supportive environment as they progress through their placements. New technologies will also be used in the teaching and learning strategies within practice education.

Indicative Reading

Pre?placement packages: Available from Physiotherapy Placements on GCULearn Physiotherapy Placements portal. Chartered Society of Physiotherapy (CSP) 2011, Code for members' professional values and behaviours. CSP, London. Chartered Society of Physiotherapy (CSP) 2012, Equality and diversity toolkit. A practical guide for stewards, managers and members, CSP, London. Chartered Society of Physiotherapy (CSP), 2012, E?Portfolio [Online] Available at: www.csp.org.uk [Accessed 9th October 2013]. (CSP registra?on required) Chartered Society of Physiotherapy (CSP) 2012 Quality Assurance Standards for physiotherapy service delivery. CSP, London. Clouder L. 2000, "Reflective practice in physiotherapy education: a critical conversa?on", Studies in Higher Education, vol. 25, no. 2, pp. 211?233. Donaghy, M.E. & Morss, K. 2000, "Guided Reflec?on: A framework to facilitate and assess reflec?ve prac?ce within the discipline of physiotherapy", Physiotherapy Theory and Prac?ce, vol. no.16, pp.3?14. Glasgow Caledonian University Physiotherapy Programme (GCUPP). 2013b, Practice Education Handbook, Glasgow Caledonian University, Glasgow. Glasgow Caledonian University Physiotherapy Programme (GCUPP). 2013c, Portfolio Handbook and Reader, Glasgow Caledonian University, Glasgow. Healey, J. & Spencer, M. 2008, Surviving your Placement in Health & Social Care, McGraw Hill Open University Press, Maidenhead. Health & Care Professions Council (HCPC). 2012, Guidance on Conduct and ethics for Students, HCPC, London. Health & Care Professions Council (HCPC). 2012, Standards of conduct, performance and ethics, HCPC, London. Health & Care Professions Council (HCPC). 2013, Standards of proficiency (SOPs) Physiotherapists, HCPC, London. Higgs, J. & Jones, M. 2000, Clinical Reasoning In the Health Professions, 2nd edn, Butterworth Heinemann, Oxford. Jasper, M. 2013, Beginning Reflective Practice, 2nd edn, Nelson Thornes Ltd, Cheltenham. National Health Service Education for Scotland (NES), 2008, Quality Standards for Practice Placements, 2nd edn [online] Available from: < http :// www . nes . scot . nhs . uk / media / 323817 / qspp _ leaflet _ 2008 . pdf > [Accessed 9th October 2013]. Pearce, R. 2003, Profiles and Portfolios of Evidence, Nelson Thornes Ltd, Cheltenham. Williams, R.M., Wessel, J. Gemus, M. & Foster?Seargeant, E. 2002, "Journal writing to promote reflection by physical therapy students during clinical placements". Physiotherapy in Theory and Practice, Vol. 18, pp. 5?15.

Transferrable Skills

Transferable skills integral to module operation and the learning experience include professional skills, information management, administrative and time management skills, interpersonal skills, self confidence, self direction and learning, analytical, evaluative and problem solving skills, reflection and reflective writing skills.

Module Structure

Activity Total Hours
Tutorials (FT) 2.00
Assessment (FT) 4.00
Independent Learning (FT) 44.00
Practicals (FT) 150.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 0.00 0.00 35% Poster
Placement 1 0.00 100.00 40% Placement 2 Clinical Assessment