SHE Level 5
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code MMB126657
Module Leader Keith Cameron
School School of Health and Life Sciences
Subject Physiotherapy
  • A (September start)
  • B (January start)

Pre-Requisite Knowledge

Student should be a qualified healthcare professional who meets the relevant programme admissions criteria.

Summary of Content

Within the context of planned and unplanned care delivery, the advanced assessment and management of patients has become a requirement for Advanced Practitioners. Consequently, this module aims to enable practitioners, to develop the requisite knowledge and advanced clinical and leadership skills to assess, diagnose, manage and where necessary, appropriately refer-on patients. This module covers key themes which include the political, legal and ethical issues that underpin professional development; advanced clinical assessment, clinical decision making and management.


Diagnostic History taking and consultation skills Examination of the following body systems - musculoskeletal, respiratory, cardiovascular, gastrointestinal and neurological systems Assessment and management across the lifespan including: falls, functional assessment, fluid/nutritional assessment, minor injuries, substance misuse and pain, collapsed patient Specific condition management including: Heart failure/ Dementia / Delirium / Depression / Renal failure / Pain (abdominal and chest) and Pain Management / Diabetes / Parkinson's disease /Stroke/ Acute Asthma/ Minor injuries (head, face, wounds and burns)/ Presentations related to Upper respiratory tract, Ear, nose and throat, Dermatology, Gastro-intestinal, Urology, Ophthalmic or Musculoskeletal issues Care of the Dying Patient Basic principles of Radiology and ECG Interpretation Local anaesthetic and wound closure techniques Referral and safety netting Anticipatory Care The role of digital health in Advanced Practice

Learning Outcomes

On successful completion of this module students should be able to:1. Apply a critical understanding of anatomy, physiology and pathology sufficient to underpin assessment and diagnosis of illness and injury 2. In simulated conditions, perform assessment and treatment techniques in a competent and safe manner, taking into account relevant dangers, safety precautions and contraindications in relation to 'patient' and self.3. Critically evaluate and justify the management of simulated patients and/or case studies in a clinical reasoning discussion with peers, academic and/or clinical colleagues 4. Synthesise and critically evaluate evidence based literature to support management strategies for patients in the context of Advanced Practice 5. Critically analyse and evaluate complex ethical and professional problems and issues in accordance with current professional and/or ethical codes or practices

Teaching / Learning Strategy

The -1 educational strategy that -1 underpins this module combines -1 both theoretical -1 and -1 practice -1 elements to -1 promote -1 and support the -1 development -1 of the safe -1 and -1 effective-6 Advanced -1 Practitioner. The module -1 is -1 delivered -1 by a multi-professional teaching team -1 and -1 adopts -1 an -1 inter-professional, collaborative -1 approach -1 in -1 order to -1 prepare students to contribute to -1 local, -1 national -1 and -1 international strategies -1 and -1 policies. This module will adopt a blended learning approach. Theoretical concepts will be explored using face-to-face teaching and learning strategies in keynote lectures, masterclasses, tutorials and seminars. These strategies will include; clinical reasoning panels, problem-based learning, group discussion, peer-assisted learning, flipped classrooms, role modelling and self-directed learning. GCU Learn virtual learning environment (and other online media) will be utilised to facilitate learning with strategies such as; reflective tasks, directed activities and online lectures. Psychomotor skills -1 will -1 be -1 demonstrated -1 and -1 practiced -1 utilising the -1 application -1 of theoretical concepts -1 in student -1 directed -1 practical skills -1 workshops. -2 Tutor support -1 will -1 be -1 available -1 during these sessions to -1 provide formative feedback; -1 however, students -1 will -1 be -1 encouraged to -1 practice -1 independently -1 using -1 peer review -1 and self-appraisal Real-life scenarios will be used to enable students to apply and develop knowledge, skills and attributes in the varied contexts of advanced practice. Constructivist theory will underpin the students' learning experience.

Indicative Reading

Indicative Reading: Bickley, L.S (2012) Bates' Guide to physical examination and history taking, 11th Ed. Philadelphia: Lippincott, Williams and Wilkins Carrier, J. (2010) Manging Long-term conditions and Chronic Illness in primary Care: A guide to good practice. Rouledge: Oxon. Department of Health. Supporting peoples with long-term Conditions: liberating the talents of Nurses who Care for People with long term conditions. London: HMSO. Douglas, G, Nicol,F and Robertson, C (ed) (2013) MacLeod's Clinical Examination (13th ed), Churchill Livingstone Elsevier: China Japp, A.G and Robertson, C (ed) (2013) MacLeod's Clinical Diagnosis, Churchill Livingstone Elsevier: China Porth, C. (2014) Essentials of pathophysiology: concepts of altered health states, 4 th Ed. Lippincott, Williams and Wilkins: Philadelphia Purcell, D. 2017. Minor Injuries: A Clinical Guide. 3 rd Edition. Elsevier, Edinburgh Raferty, A.T., Lim, E.,and Ostor, A.J.K, (2014) Differential Diagnosis, 4th ed Churchill Livingstone Elsevier Ritchie, L. (2015) Pulling together: transforming urgent care for the people of Scotland The Report of the Independent Review of Primary Care Out of Hours Services Scottish Government Scottish Government (2015) Setting the direction for nursing and midwifery education: delivery plan 2015-16 Scottish Ambulance Service Towards 2020: Taking Care to the Patient College of Paramedics (2015) Post- registration framework 3rd Edition Scottish Government (2008) "Gaun yersel: the self management strategy for long term conditions in Scotland", Edinburgh. Thompson,C., and Dowding, D (2009) Essential decision making and clinical judgement for nurses, Churchill Livingstone: Edinburgh Tortora, G.J, Grabowski, S.R (2009) Principles of Anatomy & Physiology 12th ed., Wiley: London Wooton, R., Dimmick, S.L., Kevdar, J.C. (2006) Home Telehealth: connecting care within the community, The Royal Society of Medicine Press

Transferrable Skills

Participation in this module will enable the student to develop the following transferable skills associated with Masters level study: -360b7 Work in a self-directed manner, taking responsibility for own learning and continuing personal development and where appropriate practice competence b7 Critical reflective skills and professional development b7 ICT skills; information literacy, data literacy, media literacy and digital research and scholarship to underpin effective learning. b7 Critical thinking and problem-solving skills in a range of situations b7 Professional communication skills, written, oral and listening b7 Effective team-working b7 Critical analysis of research literature

Module Structure

Activity Total Hours
Independent Learning (FT) 150.00
Tutorials (FT) 36.00
Independent Learning (PT) 48.00
Practicals (FT) 24.00
Assessment (FT) 30.00
Seminars (FT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Exam (Dept) 01 0.50 50.00 45% Clinical Viva
Course Work 01 n/a 50.00 45% 2000 words