NEUROREHABILITATION

SHE Level 5
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code MMB122702
Module Leader Michelle Rutherford
School School of Health and Life Sciences
Subject Physiotherapy
Trimesters
  • A (September start)
  • C (May start)
  • C (May start)-A (September start)-B (January start)
  • S-C (May start)-A (September start)-B (January start)

Summary of Content

The Neurorehabilitation module will provide students with the knowledge, understanding, practical and evaluation skills to function as effective practitioners with regard to the assessment, therapeutic treatment and general management of people with either an acute or long-term neurological disorder. The module will develop students' ability to deliver personalised care across the lifespan in a variety of care settings taking into consideration culture, gender and socio-economic factors. It will foster students' ability to adapt their communication within treatment for people with communication difficulties and to be able to work effectively and professionally within a multi-disciplinary team. Treatment interventions will not only focus on acute care but on the long term management of people of all ages with a neurological disorder.

Syllabus

The pathophysiology, clinical features and key issues in relation to the general management of the following conditions will be studied including: Stroke, Acquired Brain Injury, Multiple Sclerosis, Parkinsons Disease, Spinal Cord Injury, Cerebral Palsy, Peripheral Nerve lnjuries and Peripheral Neuropathies. Associated issues and their implications on the prognosis and management of people with a neurological disorder will be explored. This will be in relation to speech and language disorders, cognitive and behavioural problems and the psychosocial impact of the resultant impairments and disabilities on the quality of life of the person and their family/ carer. The International Classification of Function will be used to classify outcome measures and develop problem lists. The delivery of treatment interventions in different care environments e.g home and hospital will also be addressed. The skills aspect of the module will review neurophysiology and the principles underpinning neuroplasticity. The main focus of the skills classes will be on movement analysis and the re-education of function in relation to sitting, standing, gait, sit to stand and upper limb function. The management of tone, neurological assessment across the lifespan, balance and falls, fitness and self- management will also be explored. Evidence based clinical reasoning will underpin treatment plans and therapy interventions. Outcome measures will be appraised and students will be required to document their treatments and goals using a SOAP note approach.

Learning Outcomes

Upon successful completion of this module students should be able to:1. Relate the pathological changes to the clinical features and prognosis for the conditions studied.2. Explore and discuss the complex interaction and impact of motor, cognitive, communication and behavioural problems on the quality of life of people and their carers and the implications this might have on physiotherapy management. 3. Incorporate an understanding of the issues associated with different patients' psychosocial needs and cultural backgrounds as part of the clinical reasoning process. 4. Use knowledge and understanding of the biomechanical and neurophysiological features of normal movement to identify and analyse problems in the performance of functional tasks.5. Plan and conduct a systematic neurological assessment to identify activity limitations and their underlying impairments with people with a neurological disorder. 6. Demonstrate use of available evidence, clinical guidelines and clinical reasoning to justify an appropriate treatment plan in relation to a patient case scenario.7. Demonstrate safe and personalised implementation of therapeutic procedures and a sound understanding of how these may need to be modified and adapted in relation to the patient need. 8. Formulate and record assessment, treatment aims and short and long term goals for people with both acute and long term neurological disorders.9. Critically appraise the validity, reliability and rationale for the use of selected outcome measures for use within a variety of neurorehabilitation settings.10. Critically evaluate the effectiveness of therapeutic interventions.11. Demonstrate the application of ethical and legal issues relevant to physiotherapy practice12. Demonstrate an understanding of the importance of multidisciplinary team working in this area of practice.

Teaching / Learning Strategy

The learning and teaching strategy will be based on engagement led learning and real world problem solving. The student will be encouraged to take responsibility for their knowledge and skill acquisition by actively participating in the learning process. Directed reading and presentations/podcasts will introduce new material but the emphasis will be on shared learning and synthesis of knowledge and skills through seminars, group tasks, case studies and open learning material. The aim is to foster the attributes for the skills required to learn throughout their professional and personal lives. Students will be encouraged to evaluate information and to foster an evidence based practice approach. A variety of resources will be used to support this. Video clips of people with a neurological disorder and of clinical skills will be placed on GCU Learn as a self- directed teaching source to enable students to develop their observation, analytical and psychomotor skills. Clinical visits will allow interaction with people with a neurological disorder from an early stage and contextualise their understanding of impairment, activity limitations and participation restrictions. Practical skills will be demonstrated and practiced and learning will be consolidated within class via the use of case studies. Feedback will be provided to students within the module in a variety of ways. Feedback on practical skills will be provided verbally during the practical classes. Feedback on learning will be given to students through the use of quizzes on GCU Learn. Theory based classes will be based on tutorial questions where students will be expected to review content prior to class and use tutorial questions to synthesis their knowledge. Formative assessment will also be undertaken for both assessment components which will take the format of a peer assessed task. Feed forward will also be given to students prior to both summative assessments via rubrics to clarify expectations of the task. The same assessment rubric will be used during formative assessments.

Indicative Reading

BARNES M.P. JOHNSON. R., (2001) Upper Motor Neuron Syndrome and Spasticity: Clinical Management and Neurophysiology. Cambridge University Press Bromley, I. 2006, Tetraplegia and paraplegia : a guide for physiotherapists, 6 th edition, Churchill Livingstone Carr, J., Shepherd, R. 2003. Stroke Rehabilitation, Butterworth Carr J.H., & Shepherd R.B., 2 nd edition 2010, Neurological Rehabilitation Optimizing Motor Performance, Churchill Livingstone Elsevier. ISBN 978-0-7020-4051-1 Jones K., Neurological Assessment: A clinicians guide (2011), ISBN 978-0-7020-4052-8 Lindsay, K.W., Bone, I. and Fuller, G. 20 10 .Neurology and Neurosurgery Illustrated, 5 th Edition, Churchill Livingstone/ Elsevier NICE Guidance CG 162 (2013): Stroke Rehabilitation: Long term rehabilitation after Stroke NICE Guidance CG 8 (2003): Multiple Sclerosis: Management of MS in primary and secondary care NICE Guidance CG 35 (2006): Parkinsons Disease: Diagnosis and management in primary and secondary care Poutney, T. 2007.Physiotherapy for Children, Elsevier Quinby J.M., Abraham A., 2005 Musculoskeletal problems for Cerebral Palsy, Current Paediatrics, 15, p9-14 Raine, S. Meadows L., Lynch-Ellerington M.,2009. Bobath Concept: Theory and Clinical Practice in Neurological Rehabilitation, Wiley-Blackwell Shumway-Cook A & Woollacott M.H. 2011 4 th edition, Motor Control; translating research into clinical practice, Wolters Kluwer, Lippencott Williams & Wilkins. ISBN 9781451117103 SIGN 118(2011) Management of people with Stroke: Rehabilitation, prevention and management of complications, and discharge planning SIGN 108 (2008) Management of patients with stroke or TIA: assessment, investigation, immediate management and secondary prevention SIGN 130 (2013) Brain Injury rehabilitation in adults Stokes M., Stack E., 2011 3 rd edition, Physical Management for Neurological Conditions, Churchill Livingstone, ISBN: 978-0-7234-3560-0 The Long Term Conditions Alliance, Gaun Yersel, the self- management strategy for Long Term Conditions, (2008) <http://www.scotland.gov.uk/Publications/2008/10/GaunYersel>

Transferrable Skills

In undertaking this module students will develop and consolidate skills in relation to communication, team working, accessing and evaluating information sources, time management, analytical observation of movement, information technology, moving and handling skills, presentation skills, independent study, critical reading, analytical problem solving, reflective practice, clinical reasoning and note writing.

Module Structure

Activity Total Hours
Practicals (FT) 36.00
Assessment (FT) 54.00
Tutorials (FT) 24.00
Seminars (FT) 24.00
Independent Learning (FT) 162.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 0.00 70.00 45% Coursework - 2000 words
Exam (Dept) 01 0.50 30.00 45% Departmental exam