SHE Level 4
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code MHB125967
Module Leader David Hegarty
School School of Health and Life Sciences
Subject Physiotherapy
  • A (September start)

Pre-Requisite Knowledge

Normally includes completion of all Level 3 modules for the BSc Hons Physiotherapy

Summary of Content

The Complex Care 2 module will consider how a range of complex conditions and patients with multiple pathologies encountered in physiotherapy practice are managed. You will be encouraged to use previous knowledge, new learning and a critical examination of the research, policy and evidence base to evaluate the role of the physiotherapist in managing complex patient needs. You will learn how to utilise and justify your advancing clinical reasoning skills to show how your assessment, treatment planning and interventions are evidence-based, appropriate and effective. We will discuss how you might evaluate their interventions using outcome measures and goal setting. You will consider how to promote independence in management and promote health in patient populations. Appropriate additional clinical skills will also be covered and previous skills revised and applied where necessary. This will enable you to deliver person-centred care, promote optimal levels of health and well-being while reducing the risk of chronic diseases and functional decline. You will analyse self-management and complexity theories and consider complex patient care scenarios. This will allow you to consolidate core clinical understanding and skills, develop clinical reasoning and problem solving, promote evidence-based practice while considering holistic approaches to physiotherapeutic management and prevention. .


Within the Complex Care 2 module, you will explore the following: Theories of Clinical Reasoning Patient management strategies (managing the failing patient) Models of Practice and Care and appropriate Policy drivers Critical appraisal of literature and application to evidence based practice Physiotherapy assessment and intervention techniques for complex patient needs Theories of complexity (i.e. managing unpredictability) Health related ethical and legal decisions in practice

Learning Outcomes

On successful completion of this module the student should be able to:1. Apply advanced clinical reasoning in enhanced treatment planning with patients with complex health needs. 2. Critically appraise the available evidence regarding physiotherapeutic management strategies for people with complex health needs. 3. Demonstrate the ability to safely and effectively utilise a range of physiotherapeutic assessment and interventions in the management of complex health needs in physiotherapy.4. Critically evaluate and discuss potential adaptations and modifications to patient care in response to unpredictable changes in the patient tradjectory.

Teaching / Learning Strategy

Essential reading and seminars/ workshops will introduce theoretical concepts but the focus in this CC2 module is on experiential and collaborative learning. This is achieved using a blended learning approach i.e. a combination of face-to-face tutorials and seminars within the university setting and online activities using a virtual learning environment. It is expected that you will take responsibility for knowledge and skill development by actively participating in these learning approaches, with tutors primarily taking the role of facilitators and advisors. A variety of teaching and learning strategies are used in the tutorials and seminars. These include formal debates, real-life scenarios, group discussion, problem-based learning, clinical reasoning panels and peer-assisted learning. The aim of these strategies is to provide a forum for you to critically analyse and explore your capabilities with particular consideration to your knowledge, understanding and application of a range of theoretical concepts relating to the varied contexts of physiotherapy practice you have been exposed to throughout previous modules. Advanced reasoning skills will be developed by directing students to critically appraise the evidence-base, synthesising learning from all areas of their practice. This can then be applied to the complex cases covered in order to crucially discuss options for non-routine interventions/ rehabilitation and the evaluation of effectiveness. The ethical and professional dilemmas and problems in dealing with these complex cases will also be covered. The university virtual learning environment, called GCU Learn, (and other online media) is utilised as an interactive teaching resource to facilitate your learning. For example, you are encouraged to engage with online directed activities that require you to critically reflect upon your relevant academic and/or practice placement experiences to date in relation to the new material studies. It is intended that this will allow you to consolidate existing and/or develop new knowledge and understanding.

Indicative Reading

CHARTERED SOCIETY OF PHYSIOTHERAPY (CSP), 2011. Code for Members' Professional Values and Behaviours. [online] London: CSP. [viewed 24 June 2018] <> -720 CHARTERED SOCIETY OF PHYSIOTHERAPY (CSP), 2013. Physiotherapy Framework: Putting Physiotherapy Behaviours, Values, Knowledge & Skills into Practice. [online] London: CSP. [viewed 24 June 2018] Available from: <> CHARTERED SOCIETY OF PHYSIOTHERAPY (CSP), 2012. Quality Assurance Standards for Physiotherapy Service Delivery. [online] London: CSP. [viewed 24 June 2018]. Available from: <> -720 HCPC, 2016. Standards of Conduct, Performance and Ethics. HCPC, London. Available online: <,performanceandethics.pdf> [Accessed 29-04-2019] -720 HIGGS, J., JONES, M.A., LOFTUS, S. and CHRISTENSEN, N., 2008 (eds) Clinical Reasoning in the Health -720 Professions. 3rd edition. Amsterdam: Butterworth Heinemann Elsevier HOFFMANN, T., BENNETT, S. & DEL MAR, C.B. 2013. Evidence-Based Practice across the Health -720 Professions, 2nd edition. London: Elsevier JASPER, M. 2003. Beginning Reflective Practice. Foundations in Nursing and Health Care. Cheltenham: -720 Nelson Thornes Ltd. JENSEN, G.M., DWYER, J., HACK, L.M. and SHEPARD, K.F. 2007. Expertise in Physical Therapy Practice. 2 nd edition. St. Louis: Saunders Elsevier. 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: <> POLGAR, S.& THOMAS, S., 2013. Introduction to Research in the Health Sciences. 6th edition. Edinburgh: Churchill Livingstone/Elsevier. Schaink AK, Kuluski K, Lyons RF, et al. A scoping review and thematic classification of patient complexity: offering a unifying framework. J Comorb. 2012;2:1-9. Published 2012 Oct 10.

Transferrable Skills

Participation in this module will enable the student to develop the following transferable skills: -360 - Work in a self-directed manner, taking responsibility for own learning and continuing personal development and where appropriate practice competence - Developing critical reflection skills - Development of study and ICT skills; information literacy, data literacy, media literacy and digital research and scholarship to underpin effective learning. - Demonstrating critical thinking (analytical and evaluative) and problem solving skills - Developing professional communication skills (written, oral and listening)Developing administrative and time management skills - Underpinning professional practice through the integration of theory with practice. Developing resillience and adaptability in the face of unpredictability

Module Structure

Activity Total Hours
Independent Learning (FT) 90.00
Lectures (FT) 8.00
Tutorials (FT) 72.00
Assessment (FT) 30.00

Assessment Methods

Component Duration Weighting Threshold Description
Exam (Dept) 01 0.75 100.00 40% Clinical Viva (seen case study, open book exam, case based discussion including evidence and then additional unseen information presented within viva). Learning Outcomes 1-4