SHE Level 4
SCQF Credit Points 40.00
ECTS Credit Points 20.00
Module Code MHB125966
Module Leader Douglas Lauchlan
School School of Health and Life Sciences
Subject Physiotherapy
  • B (January start)

Pre-Requisite Knowledge

Normally requires the successful completion of all modules from level 3

Summary of Content

The Practice Based Learning 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 continue to build on their ability to reflect on their strengths and weaknesses in relation to their practice. Development of skills to deliver a quick fire presentation on engagement with process of CPD, considering the different areas of CPD as idnetified by the HPCP/CSP using self-evaluatio and reflection, to appraise the quality of his/her CPD portfolio.


The timing and delivery of the placement experiences are varied and not undertaken in order, therefore the syllabus for each placement is determined by the clinical/healthcare context and environment of the practice based learning experience itself. Content related to the taught component of the module will cover theories relating to adult/experiential learning, theories and models of reflective practice, standards of contemporary practice for physiotherapists (in particular the use of clinical assessment frameworks), the need for an awareness and commitment to Continued Professional Development (CPD) , self-evaluation and presentation skills.

Learning Outcomes

On successful completion of this module the student should be able to:Practice Placement:1. Demonstrate professional behaviour 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)9. Develop professional competency in self-evaluation, aligned to state registration requirements.10. Critically appraise and reflect on process of engagement of CPD over course of the programme11. Evaluate impact of CPD on clinical effectiveness and service development

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. 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. Collaborative peer-learning opportunities will be utilised wherever possible. Within the module independent reflective activities, both verbal and written, are undertaken by students daily. These form the basis of a structured portfolio of professional development which contribute to the assessment of clinical competencies of professional self-awareness and critical appraisal. It is expected that students will require a decreasing level of support and guidance, within a structured supervised and supportive environment, as they progress through their placement. New technologies will also be used in the teaching and learning strategies within practice based learning. Over the four years of study, physiotherapy students undertake 5 different placements on the BSc (Hons) programme. In order for physiotherapy students to gain experience across a range of patents/clients with a variety of medical and healthcare conditions, students visit a range of health care/promotion sites, as part of their need to complete a minimum of 1000 practice hours (placements 1-5, plus accrued hours from level 1). A variety of teaching strategies will be used with the emphasis on encouraging students to take an active part in their learning and in developing a critical approach to the literature and evaluation and application of the evidence regarding physiotherapeutic clinical assessment strategies identified in a practice education placement. In addition to curricular teaching, facilitated practice education placement preparation will be facilitated by the module team. The strategies will include: interactive lectures to introduce new material; tutorials for which students will be expected to have undertaken independent study / directed work in preparation for group tasks and / or class debate; individual and group presentations.

Indicative Reading

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: (CSP registration required) Chartered Society of Physiotherapy (CSP) 2012 Quality Assurance Standards for physiotherapy service delivery. CSP, London. Clouder L. & Sellars J., 2004. Reflective practice and clinical supervision: an interprofessional perspective. Journal of Advanced Nursing, Vol. 46(3), 262-269 Donaghy, M.E. & Morss, K. 2000, "Guided Reflection: A framework to facilitate and assess reflective practice within the discipline of physiotherapy", Physiotherapy Theory and Practice, vol. no.16, pp.3?14. Healey, J. & Spencer, M. 2008, Surviving your Placement in Health & Social Care, McGraw Hill Open University Press, Maidenhead. Health & Care Professions Council (HCPC). 2016, Guidance on Conduct and ethics for Students, HCPC, London. Health & Care Professions Council (HCPC). 2016, 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., Loftus, S. & Christensen, N., 2008, Clinical Reasoning In the Health Professions, 3rd 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: < > [Accessed 7th May 2019]. 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
Assessment (FT) 25.00
Independent Learning (FT) 130.00
Lectures (FT) 6.00
Placement 225.00
Tutorials (FT) 14.00

Assessment Methods

Component Duration Weighting Threshold Description
Placement 01 0.00 60.00 40% Assessment of Physiotherapy Practice (APP). Learning outcomes 1-7
Course Work 01 0.25 40.00 40% Presentation. Learning Outcomes 8-11