PROFESSIONAL DEVELOPMENT 2

SHE Level 6
SCQF Credit Points 40.00
ECTS Credit Points 20.00
Module Code MDB124541
Module Leader Sivaramkumar Shanmugam
School School of Health and Life Sciences
Subject Physiotherapy
Trimester
  • A (September start)-B (January start)-C (May start)

Pre-Requisite Knowledge

Professional Development 1 Co-Requisite Knowledge Project 1

Summary of Content

Professional Development 2 (PD2) is the second of three modules which focus on the professional development of students at doctorate level. This module aims to increase awareness of the students' strengths and areas of development in relation to physiotherapy practice and their developmental needs. Students are further challenged in their personal and professional beliefs and values through the experiences of different modes of supervision. sSudents will be given an opportunity to build on their professional development within PD1, by applying and expanding knowledge and deepening understanding of Professional Development Framework domains. Students will analyse and evaluate professional development in different contexts and in relation to others, such as peers, service users, carers and staff. Practice Education placements' (PE4 and 5) experiences will enable students to apply, consolidate and extend knowledge explored in PE2 and 3 and the knowledge and skills explored in physiotherapy specific modules. PE5 is a contemporary placement. This means that students have the opportunity to experience practice where there is currently no established role for physiotherapy, such as in the third sector, private practice, business and healthcare. This type of placement aims to challenge students to meet service user need in other sectors of communities; be creative and entrepreneurial and develop a strong sense of professional identity. Critical reflection, facilitated through writing and different modes of supervision, will provide the opportunity for critical analysis and evaluation of personal learning outcomes set for practice education placements.

Syllabus

-207b7 Change management/Strategic b7 Leadership (evolving Professional Identities) b7 Equality and Diversity b7 Community engagement b7 Risk assessment and management b7 Population health b7 Society, culture, politics and health b7 Intrapreneurship b7 Teaching and Learning b7 Standards of Ethics and Professional Conduct (CSP, HCPC)

Learning Outcomes

On successful completion of this module the students should be able to:-1. Critically synthesise the theories, principles and concepts of professional development and physiotherapy practice2. Critically synthesise personal learning and professional development3. Critically reflect on their professional conduct4. Critically apply a reflexive approach to the critical analysis, evaluation and synthesis of new and complex ideas, information and situations5. Identify, conceptualise and offer original and creative insights into their epistemological, ontological and axiological stance towards professional development and physiotherapy practice6. Communicate at an appropriate level to a range of audiences and adapt communication to the context and purpose7. Critically reflect and facilitate personal and collective responsibility at work; autonomy and initiative in professional/equivalent activities8. Analyse and evaluate ethical and professional issues and make informed judgements on issues not addressed by current professional and/or ethical codes or practices

Teaching / Learning Strategy

A blended learning approach will be adopted usingface-to-face teaching and learning strategies in tutorials, seminars and on practice placement. These strategiesinclude; reflective activities; peer-led seminars; peer assisted learning; observations; flipped classrooms; skills practice; masterclasses; peer feedback; supervision, supervising and mentoring with peers, practice educators and staff; role modelling; self-directed learning. Arts and humanities based teaching and learning strategies will also be used to facilitate creativity and entrepreneurship. Online activities and support will take place through the VLE (GCU Learn) and other media such as online discussion; directed activities; online portfolio development. Collaborative learning will underpin the students' experience.

Indicative Reading

Biggs, J. and Tang, C., 2007. Teaching for quality learning at university (Society for research into higher education). Open University Press, London. Boud, D., Keogh, R. and Walker, D., 2013. Reflection: Turning experience into learning. Routledge, London. Carman, K.L., Dardess, P., Maurer, M., Sofaer, S., Adams, K., Bechtel, C. and Sweeney, J., 2013. Patient and family engagement: a framework for understanding the elements and developing interventions and policies. Health Affairs , 32(2), pp.223-231. 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. Quality Assurance Standards for physiotherapy service delivery. CSP, London. Desouza, K.C., 2011. Intrapreneurship: managing ideas within your organization. University of Toronto Press. Hall, P.A. and Lamont, M., 2009. Successful societies: How institutions and culture affect health . Cambridge University Press. Hogg, C., 1999. Patients, power and politics: From patients to citizens. SAGE Publications Ltd. Kerry, R., Maddocks, M. and Mumford, S., 2008. Philosophy of science and physiotherapy: An insight into practice. Physiotherapy theory and practice , 24(6), pp.397-407. Lexa, F.J., 2016. Leadership Lessons for Health Care Providers . Academic Press. Pre-placement packages: Available from Physiotherapy Placements on GCULearn Physiotherapy Placements portal. Rosenorn-Lanng, D., 2014. Human Factors in Healthcare, Level 1 . Oxford University Press, USA. Hall, P.A. and Lamont, M., 2009. Successful societies: How institutions and culture affect health. Cambridge University Press HCPC, 2016. Standards of Conduct, Performance and Ethics. HCPC, London. Available online: http://www.hcpc- uk.org/assets/documents/10004EDFStandardsofconduct,performanceandethics.pdf [Accessed 06-09-2017]

Transferrable Skills

Digital literacies including: digital scholarship communication and collaboration, media literacy, information literacy, ICT skills and career management; communication skills; professional skills; administrative and time management skills; interpersonal skills; self direction and learning; analytical, evaluative and problem solving skills; reflection and reflective writing skills; entrepreneurial skills and project management.

Module Structure

Activity Total Hours
Independent Learning (FT) 288.00
Seminars (FT) 24.00
Tutorials (FT) 48.00
Assessment (FT) 40.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 0.00 70.00 45% Project report (including artefacts). Reflective commentary - 4000 words
Exam (Dept) 01 0.50 30.00 45% Oral Exam - Viva of professional and personal development