CARDIOVASCULAR AND RESPIRATORY THERAPEUTICS

SHE Level 5
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code MMB124161
Module Leader Kathryn Sharp
School School of Health and Life Sciences
Subject Physiotherapy
Trimesters
  • B (January start)-C (May start)
  • C (May start)-A (September start)-B (January start)
  • S-C (May start)-A (September start)-B (January start)

Pre-Requisite Knowledge

Neuromusculoskeletal 1 Co-requisite Health-related Activity and Fitness

Summary of Content

This module develops and supports constructs taught in Health Promotion and Health activity and fitness across the lifespan. The module aims to develop an understanding of the normal structure and function of the cardio-respiratory from an anatomical and physiological perspective considering the life span and adaptions with aging. The physiological, anatomical and psychosocial impact of acute and chronic pathology in cardiorespiratory disease will be explored to develop students understanding around the impact of disease. Students will develop assessment skills with a focus on cardiorespiratory and vascular assessment relevant to physiotherapy. Management strategies for a range of cardiovascular and respiratory patients will be critically explored. prescription in terms of pulmonary and cardio rehabilitation will be alluded to. The student will develop psychomotor and clinical reasoning skills required to competently asses and manage patients with cardiovascular and respiratory systems taking into account the critical supporting research evidence. Students will critically evaluate assessment and treatment procedures related to cardiovascular and respiratory patients

Syllabus

Functional anatomy and physiology of the cardiovascular and respiratory systems across the lifespan. -360b7 Aetiology and risk factors and pathophysiology of common cardiovascular and respiratory conditions b7 Patent examination related to the assessment of cardiovascular and respiratory systems and the relationship of these things to presenting signs and symptoms. Including: -360 o Physical examination skills, o Communication skills, o Auscultation, o CXR analysis, o ABGs, o Lung function testing, o Palpation, o Pain assessment -360b7 Critical evaluation of the outcome measures considering validity, reliability and sensitivity used in cardiovascular and respiratory management. b7 Theory and psychomotor skills related to the management of common cardiovascular and respiratory conditions in different settings including: -360 o Physical activity o Pharmacology o Debridement and wound care -360b7 Evaluation of factors such as age gender, culture and socioeconomic status and their influence on management of cardiovascular and respiratory care. b7 Critical appraisal of evidence and clinical practice. b7 Documentation of physiotherapy assessment/management using a SOAP note approach.

Learning Outcomes

Upon successful completion of the module students should be able to:-1. Identify relevant anatomical structures and discuss the inter-relationships between these and normal physiological functioning of the cardiovascular and respiratory systems. 2. Critically evaluate the impact of cardiorespiratory pathologies and dysfunction on normal cardiovascular and respiratory function. 3. Explain and critically discuss the relationships between pathological conditions and signs and symptoms seen within the cardiovascular and respiratory patient. 4. Discuss the impact of psychosocial , economic age, gender, culture and socio-economic status in relation to cardiovascular and respiratory health and its management.5. Apply and critically evaluate and justify appropriate assessment and holistic assessment methods and outcome measures for patients with cardiovascular and respiratory dysfunction. 6. Synthesise and analyse assessment findings to develop problem patient orientated problems lists and management plans considering a holistic approach. 7. Identify and critically appraise and the indicators for therapeutic intervention for patients with cardiovascular and respiratory disease including exercise for cardiac and pulmonary conditions. 8. Critically appraise, evaluate and justify therapeutic management strategies for patients with Cardiovascular and respiratory dysfunction. 9. Apply therapeutic interventions with an appropriate modification and in a safe and effective manner.10. Critically appraise and utilise a broad range of research evidence to underpin clinical reasoning and decision making related to cardiovascular and respiratory dysfunction. 11. Critically evaluate exercise prescription as a treatment strategy in cardiovascular and respiratory health12. Explore and discuss the impact of cardiovascular or respiratory disease including chronic illness and pain upon the patient family, carers and community 13. Identify the role of other members of the multidisciplinary team (including patients and carers) involved in patient care 14. Demonstrate the application of ethical and legal issues relevant to physiotherapy practice 15. Demonstrate the ability to document physiotherapy findings in an agreed format (SOAP) taking credence of professional and legal requirements.

Teaching / Learning Strategy

This module will undertake a constructivist approach. Theoretical concepts will be explored through key note lectures, workbooks, clinical reasoning panels, group work, and self directed learning. Tutor, patient, and carer and student led tutorial sessions; seminars and workshops with group discussion coupled with the use the of the GCU learn learning environment will be ultilised to facilitate and deepen learning in a blended fashion. Practical skills will be demonstrated and developed over the course of the module using a variety of methods. Clinical simulation will be used to help students contextualise and apply clinical knowledge and skills as well as to develop clinical reasoning and communication skills. A variety of other methods will be used to help develop students understanding and application of knowledge and psychomotor skills. Clinical reasoning panels, case studies, practical skill sessions, peer learning, self assessment, audio video material, clinical simulation and interaction with patients and carers will be undertaken. Peer and self assessment will be strongly encouraged to promote student learning. Expert practitioners from a variety of different areas will contribute to the development if the student's psychomotor and clinical reasoning skills. Interviewing and listening skills will be developed and discussions with patients and carers will enable students to understand the impact of the rehabilitation process and develop communication strategies. Critical evaluation of strategies and interventions in current clinical practice will be encouraged through group work and discussion of the evidence base. Group work and self directed learning will be used to facilitate the development of reflective practice, clinical reasoning, communication and decision making ability with all aspects of the module underpinned by a critical review of the literature and consideration of this on clinical practice. Formative feedback will used to direct student learning throughout the module. Carers and service users will be ultilised as part of the teaching strategy.

Indicative Reading

Module Handbook ; GCU learn Indicative reading list Bott J, Blumenthal S , Buxton M, Ellum S, Falconer C, Garrod R, Harvey A, Hughes T, Lincoln M, Mikelsons C, Potter C, Pryor J, Rimmington L, Sinfield F, Thompson C, Vaughn P, White J. (2009). The Joint British Thoracic Society/ Association of Chartered Physiotherapists in Respiratory Care Guidelines for the Physiotherapy Management of the Adult, Medical, Spontaneously Breathing Thorax: Vol 64, Supplement 1. Broad MA, Qunit, M Thomas, S, Twose P 2012 Cardiorespiratory Assessment of the adult patient Edinburgh: Churchill Livingston. Davies, A. & Moores, C., 2003. The Respiratory System. Edinburgh: Elsevier Churchill Livingstone. Engstrom, B. & Van de Ven, C., 1999. Therapy for Amputees, 3 rd ed. Edinburgh: Churchill Livingston. Franklin, B.A. & Gordon, N.F., 2005. Contemporary diagnosis and management in cardiovascular exercise. Pennsylvania, USA: Handbooks in Health Care Co.. Ham, R. & Cotton, L.T., 1991. Limb Amputation from Aetiology to Rehabilitation. Chapman & Hall. Hough, A., 2001. Physiotherapy in Respiratory Care: An Evidence Based Approach to Respiratory and Cardiac Management, 3 rd ed. Cheltenham: Nelson Thornes. Kumar, P. & Clarke, ML., 2012. Clinical Medicine. 7 th edition W.B. Saunders Lindsay, G. & Gaw, A., 2004. Coronary Heart Disease Prevention, 2 nd ed. Edinburgh: Churchill Livingstone. Morgan, M,. & Singh 1997. Practical Pulmonary Rehabilitation. London: Chapman and Hall Nowak, TJ., 2003. Pathophysiology: Concepts and applications for health care professionals. McGraw-Hill. Oh, T.E., 2003. Intensive Care Manual. Sydney: Butterworth. Palastanga, N. Field, D. Soames, R., 2006. Anatomy and Human Movement: Structure and Function, 5 th ed. Oxford: Butterworth Heinmann. Pryor, J.A. & Prasad, S.A., 2008. Physiotherapy for Respiratory and Cardiac Problems, 4 th ed. London: Churchill Livingstone. Smith, M. & Ball, V., 1998. Cardiovascular and Respiratory Physiotherapy. Mosby International. The Chartered Society of Physiotherapy, 2011. Code of Members' Professional Values and Behaviour. The Chartered Society of Physiotherapy: London The Health care Professions Council, 2012 Standards of conduct and ethics 2012. Available at: <http://www.hpc-uk.org/assets/documents/10003B6EStandardsofconduct,performanceandethics.pdf> [Accessed 16/09/2013] The Health and Care Professions Council,2012 Guidance on conduct and ethics for students. Available at: <http://www.hpc-uk.org/assets/documents/10002D1BGuidanceonconductandethicsforstudents.pdf> [Accessed 16/09/2013] The Health and Care Professions Council, 2012 . Continuing Professional development and your registration. Available at: <http://www.hpc-uk.org/assets/documents/10001314CPD_and_your_registration.pdf> [Accessed 21/06/13] The Health and Care Professions Council, 2012 . Your guide to our standards for Continuing Professional development. Available at: <http://www.hpc-uk.org/assets/documents/10003B70Yourguidetoourstandardsofcontinuingprofessionaldevelopment.pdf> : [Accessed 21/06/13] The Health and Care Professions Council, 2013. Standards of Proficiency: Physiotherapists: Available at: <http://www.hpc-uk.org/assets/documents/10000DBCStandards_of_Proficiency_Physiotherapists.pdf> School fitness to practice document 2012 Available at: <http://www.gcu.ac.uk/media/gcalwebv2/theuniversity/academicschools/sls/psytimetables/FtP%20SHLS%20Version%20June%202012.pdf> [Accessed 16/09/2013] School of Health and Life Sciences: Department of Psychology and Allied Health Sciences 2012/13. Protocols for Practical Skills Procedures. [Accessed 21/06/13] Thow M (2009) Exercise Leadership in Cardiac Rehabilitation, for High Risk Groups, Chichester, Wyley-Blackwell Thow, M., 2006. (ed) Exercise leadership in cardiac rehabilitation. West Sussex: John Wiley & Sons Ltd. West, J.B., 2008. Respiratory physiology the essentials, 8 th ed. Philadelphia: Lippincott Williams & Wilkins. Current Research Journals related to Topics discussed

Transferrable Skills

In undertaking the module students will develop and consolidate skills in the following areas:-communication, critical enquiry, clinical reasoning/ critical reflection, clinical problem solving reflective writing, accessing databases and other information sources. Utilisation of equipment, time management, independent study, teamwork, analytical problem solving, clinical reasoning and reflection, reflective writing, presentation and decision making. Psychomotor skills relating to assessment and treatment, moving and handling, critical reading and appraising the literature, evaluation of practice, clinical debate, writing, presentation and dissemination of work, organisational and time management, peer learning and group work, Knowledge and understanding of working with patients with acute/chronic long term conditions within a physiotherapy specific/multi-disciplinary framework. Research skills: literature searching/critiquue, evidence based practice, outcome measures/continuing professional development, resource management, organisation and planning. Role of governing/professional bodies (HCPC/CSP) in relation to clinical practice. Students will use a variety of methods to asses and develop and document their performance /learning using a CPD approach. CPD will be facilitated using a variety of mechanisms including student feedback. Concepts of risk assessment and its impact technique application will be explored within this module.

Module Structure

Activity Total Hours
Assessment (FT) 30.00
Practicals (FT) 72.00
Independent Learning (FT) 198.00

Assessment Methods

Component Duration Weighting Threshold Description
Exam (Dept) 01 0.50 50.00 45% Viva and Note-writing
Course Work 01 0.00 50.00 45% 2500 word written coursework