PROFESSIONAL DEVELOPMENT 1

SHE Level 6
SCQF Credit Points 40.00
ECTS Credit Points 20.00
Module Code MDB124584
Module Leader Larissa Kempenaar
School School of Health and Life Sciences
Subject Physiotherapy
Trimesters
  • B (January start)-C (May start)
  • A (September start)-B (January start)-C (May start)
  • A (September start)

Pre-Requisite Knowledge

NMSK 1, Health Promotion, CRT, HRAF Co-Requisite Knowledge Advanced Research Enquiry

Summary of Content

Professional Development 1 (PD1) is the first of three modules which focusses on the professional development of the students at doctorate level. It aims to articulate the students' knowledge, behaviours and attributes of successful physiotherapy practitioners in line with the Professional Development Framework domains. PD1 provides students with the opportunity to develop their knowledge and understanding of the theories, principles and concepts of professional development and their strengths and areas of development in relation to physiotherapy practice and their developmental needs. Practice Education placements experiences will enable students to apply, consolidate and extend knowledge and skills from physiotherapy specific modules and the PD1 module. The practice education placements provide the opportunity for critical reflection of the personal learning outcomes set for the practice education placements During this module, students will have the opportunity to integrate and build on knowledge gained from a previous degree and experiences with those gained during the programme modules. A high level of analysis and evaluation of practice will be demonstrated both in the assessment of individual patients/ clients and of physiotherapy practice in general. This will be achieved by applying knowledge of research processes in the practice setting.

Syllabus

-283b7 Professional development b7 Reflection and reflexivity b7 Professional conduct b7 Supervision and mentoring b7 Professional Identity, and conceptual models of practice b7 Relationships, power and communicating with peers, patients and others b7 Axiology b7 Epistemology/Ontology in practice b7 Sociomaterial approach b7 Standards of Ethics and Professional conduct (CSP, HCPC) -283

Learning Outcomes

On successful completion of this module the students should be able to:-1. Critically analyse and evaluate the theories, principles and concepts of professional development and physiotherapy practice2. Critically analyse and evaluate 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 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 on 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 using face-to-face teaching and learning strategies in tutorials, seminars and on practice placement. These strategies include; 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

Boud, D., Keogh , R. and Walker, D., 2013. Reflection: Turning experience into learning. Routledge, London. Chartered Society of Physiotherapy (CSP), 2005. A guide to implementing clinical supervision. CSP London. 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. Gopee, N., 2015. Mentoring and supervision in healthcare (3rd Ed). Sage, London. 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. Nicholls, D.A. and Gibson, B.E., 2010. The body and physiotherapy. Physiotherapy Theory and Practice, 26(8), pp.497-509. Perlinski, M., Blom, B. and Evertsson, L., 2017. Social and caring professions in European welfare states: Trends and challenges. Policy Press, Bristol. Pre-placement packages: Available from Physiotherapy Placements on GCULearn Physiotherapy Placements portal . 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.

Module Structure

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

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 0.00 100.00 50% Professional development plan and reflective commentary including critical analysis and evaluation: 4000 words