COMPLEX CARE 1

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B125963
Module Leader Heather Gray
School School of Health and Life Sciences
Subject Physiotherapy
Trimesters
  • B (January start)
  • C (May start)
  • A (September start)

Pre-Requisite Knowledge

Normally includes completion of all Level 2 modules for the BSc Hons Physiotherapy

Summary of Content

This module aims to develop a deeper, more critical understanding of the role of a wide range of physiotherapeutic strategies that support the self-management of people with complex physical and psychosocial health needs, multi-morbidities or long-term conditions. Students will consolidate and integrate their physiotherapeutic understanding and skills and develop their clinical reasoning and problem solving. In addition, students will develop the required knowledge, skills and attributes to become psychologically informed practitioners who are equipped to manage increasingly complex needs and provide holistic, person-centred care. This will enable students to deliver evidence-based practice using physiotherapeutic management and prevention interventions, psychosocial interventions, the promotion of physical activity and strategies to reduce sedentary behaviour to promote optimal levels of health and well-being and reduce the risk of chronic disease and functional decline.

Syllabus

The Complex Care 1 module will explore: Collaborative short- and long-term goal setting and physiotherapeutic management planning Communication, empathic listening & therapeutic interviewing and recording Motivational interviewing Five Areas Cognitive Behavioural Therapy (CBT) model and low intensity Cognitive Behavioural Therapy interventions Anxiety and depression screening Suicide awareness and management Self-management Multi-morbidity, long-term conditions and disability Models of care Benefits of physical activity Sedentary behaviour reduction Relaxation techniques and sleep hygiene Preventive and therapeutic physical activity / exercise programs Legal, ethical and culturally appropriate management, multidisciplinary team working and onward referral

Learning Outcomes

On successful completion of the module the student should be able to:1. Conduct a psychologically informed intervention using low-intensity CBT and motivational interviewing. 2. Develop and justify an evidence supported physiotherapeutic plan to support the self-management of a person with complex physical and psychosocial health needs.3. Critically reflect on the effectiveness of the psychologically informed interventions and physiotherapeutic management strategies to support the self-management of a person with complex physical and psychosocial health needs.

Teaching / Learning Strategy

The module adopts a blended learning strategy using a 'Flipped Classroom' approach. A variety of learning and teaching strategies will be adopted that facilitate the use of experiential and self?directed learning in order to challenge and encourage critical reflection of physiotherapeutic practice and application of skills and theory. The methods used may include interactive presentations to introduce students to a new topic area, collaborative task?oriented group work, role plays, complex case studies, simulation and/or virtual patients, videos, podcasts, social media and community visits. Students, academics, clinicians and expert patients may be involved in teaching to develop both depth and breadth of understanding and to facilitate clinical application. Peer and self?evaluation will be a key feature of this module as students reflect on their own skills, attitudes and beliefs in relation to the module topics.

Indicative Reading

BECK, J. 2011 Cognitive Behavioral Therapy: basics and beyond, Guildford Press (ebook) BOUCHARD, C., BLAIR S. & HASKELL, W. 2012 Physical Activity and Health. 2nd edition, Human Kinetics FULLER, C., TAYLOR, P & WILSON, K. 2019 A Toolkit of Motivational Skills: How to Help Others. 3rd edition, Wiley-Blackwell. HARDMAN, A., STENSEL, D. & GILL, J. 2020 Physical Activity and Health: The Evidence Explained. 3rd Edition, London: Routledge HCPC. 2016 Standards of Conduct, Performance and Ethics. HCPC, London. Available online: <http://www.hcpc-uk.org/assets/documents/10004EDFStandardsofconduct,performanceandethics.pdf> [Accessed 29-04-2019] HIGGS, J., JONES, M.A., LOFTUS, S. and CHRISTENSEN, N., 2018 Clinical Reasoning in the Health Professions. 4th edition, Elsevier HOFFMANN, T., BENNETT, S. & DEL MAR, C.B. 2013 Evidence-Based Practice across the Health Professions, 2nd edition. London: Elsevier JASPER, M. 2003 Beginning Reflective Practice. Foundations in Nursing and Health Care. 2nd edition Cengage JENSEN, G.M., DWYER, J., HACK, L.M. and SHEPARD, K.F. 2007 Expertise in Physical Therapy Practice. 2nd edition. St. Louis: Saunders Elsevier. MILLER, W. & ROLLNICK, S. 2012 Motivational Interviewing: Helping People Change. 3rd Edition, New York, NY, US: Guilford Press. NAAR, S & SAFREN, S 2017 Motivational Interviewing and CBT: Combining Strategies for Maximum Effectiveness. New York, NY, US: Guilford Press NHS ENGLAND, 2017. AHPs into Action Using Allied Health Professionals to Transform Health, Care and Wellbeing. [online]. London: NHS England. [viewed 24 June 2018]. Available from: www.england.nhs.uk/wp-content/uploads/2017/01/ahp-actiontransform-hlth.pdf <http://www.england.nhs.uk/wp-content/uploads/2017/01/ahp-actiontransform-hlth.pdf> ROLLNICK, S., MILLER, W. & BUTLER C. 2008 Motivational Interviewing in Health Care: Helping Patients Change Behavior. New York, NY, US: Guilford Press. SIMMONS, J. & GRIFFITHS, R. 2018 CBT for beginners, London, Sage Publications Ltd. (ebook) WILLIAMS, C. & CHELLINGSWORTH M. 2010 CBT: a clinician's guide to using the five areas approach, London, Hodder Arnold (ebook)

Transferrable Skills

Generic transferable skills include: - Advanced communication and interpersonal skills - Active listening skills and empathy - Collaborative team-working skills - Critical reasoning (analytical and evaluative) - Problem-solving skills in a range of contexts - Critical reflection and reflective writing skills - Literature searching, critical appraisal and synthesis - Academic writing skills - Professional communication skills (written, oral and listening) - Peer and self-feedback and appraisal DIgital Capabilities include: - ICT proficiency and productivity skills - Digital communication skills - Information, data and media literacies - Digital creation - Digital learning and development skills Module specific transferable skills include: - Client centred therapeutic interviewing - Low intensity CBT intervention delivery - Motivational interviewing - Psychologically informed intervention delivery - Evidence-based exercise prescription and delivery GCU Common Good Attributes: - Real-world problem solving - Creative, critical and divergent thinking - Dealing with complexity and uncertainty - Empathy, resilience, respect and professionalism

Module Structure

Activity Total Hours
Tutorials (FT) 72.00
Independent Learning (FT) 98.00
Assessment (FT) 30.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 02 0.00 20.00 35% 600 word critical reflection. Learning outcomes 2-3
Course Work 01 0.00 80.00 35% Psychologically informed intervention video that includes management plan. Learning Outcomes 1-2