UDPHYTHR - BSc (Hons) Physiotherapy

Physiotherapists provide healthcare services to people of all ages across many clinical specialties within the health and wider social care system. Career opportunities for graduates are numerous including clinical practice, management/leadership, academia, and research, in both NHS and private settings, and increasingly in the third sector. There is a current shortage of Physiotherapy workforce locally and nationally to meet the government’s strategic NHS plans for optimising the health and wellbeing of our growing and ageing population. Current healthcare workforce challenges are alluded to in the NHS Long Term workforce plan published in June 2023. Whilst many higher education institutions (HEIs) are starting Physiotherapy courses, there remains a shortage of
qualified staff across the UK. In addition, staff retention issues further exacerbate this within the London area. This is one of the rationales for developing this BSc course to contribute to the pipeline of graduate physiotherapists to meet current workforce needs.

In this BSc course, students will be supported to develop as Physiotherapists with embedded values of care, compassion, empathy, altruism, honesty, integrity, social responsibility, and commitment to excellence – values which resonate with London Metropolitan University’s Education for Social Justice Framework (ESJF). Furthermore, they will have numerous opportunities to develop sound clinical reasoning and hands-on clinical skills through an in-depth exploration of the core sciences that underpin Physiotherapy practice. In addition to this, through our teaching approach and philosophy, students will develop an awareness of their own capacity to contribute meaningfully to society as leaders within the health and social care sector. To this end, we will use our recruitment, learning and teaching, assessment, and extra-curricular activities to drive these knowledge, skills, behaviours, and attributes required for this in our students.

This course utilised Chartered Society of Physiotherapy’s definition of Physiotherapy as a complex intervention that requires a unique blend of behaviours, knowledge, skills, and values used by Physiotherapists in their work. Consequently, the course has been designed to meet Health and Care Profession Council (HCPC) standards of education and training (SET), Physiotherapy framework and learning and development principles of the Chartered Society of Physiotherapy (CSP), CSP KNOWBEST recommendations, Health Education England’s (HEE) guidance on maximising leadership in pre-registration curricula and four pillars of clinical practice framework, strategic stakeholders’ voice, and student as partners’ voice. The course utilises a curriculum spanning three years, based around the four pillars of clinical practice – education, leadership and management, research, and clinical education. Students will develop professional knowledge, skills, attitudes, and values in these pillars in a progressive way as they move from year to year, with a culmination in the final year as they transition to becoming autonomous practitioners. The programme delivers a distinctive, integrated approach to physiotherapy education through early and sustained practice exposure, embedded clinical teaching throughout, and a strong public health focus, culminating in final year preparation for complex practice and leadership aligned with local and national workforce priorities. Practice education is a core part of the course, and students will be given opportunities to work with our local partners to practice and further develop their mandatory knowledge, skills and approaches to work with patients in a variety of settings across the three years. We employ a mixture of innovative approaches for our practice education including clinical simulation, early immersion in practice, and traditional block placements in the later years of the course.

The course content, teaching approaches and assessment tasks are focused intentionally on creating awareness and developing learners’ values, knowledge base and hands-on clinical skills. This is to ensure that our students can enter the physiotherapy profession, well prepared, effective and safe. Our approach also recognises that physiotherapists work with a diverse population, often with changing and complex healthcare needs, and will develop, in students, the ability to critically reflect on, and identify their own learning needs, and follow appropriate professional development activities as required for contemporary practice.

This BSc (Hons) Physiotherapy course aims to prepare graduates to meet HCPC’s standards of proficiencies and standards of conduct, performance and ethics, and acquire knowledge, skills, behaviour, and values of the CSP. This training will enable our graduates to work flexibly across the changing health and social care environment, providing high-quality, person-centred, population sensitive and responsive service that addresses health inequalities, where individual/client choice is paramount. We will plan to use our teaching approaches, resources, community of learners, network and wider University ethos to promote in our students, a culture of continuous professional development that will help them to be successful in their careers. To this end, the course has utilised the four pillars of clinical practice as the scaffolding for the course to nurture a foundation that can be built upon for continuous career development in the students’ clinical practice. It is also the course’s aim to provide students with an excellent educational experience within an inclusive academic, and clinical settings, in which their intellectual, creative abilities and perspectives are recognised and valued. Furthermore, we aim to produce competent, reflective, innovative practitioners who can continue to contribute to the health of their clients, locally, nationally, and globally.

Using a variety of learning and teaching activities, supported by innovative immersive practice-based learning and clinical simulation in our state-of-the-art facilities, we will prepare students for:

1. Effective working with people with long term and often complex conditions across the lifespan, including older adults with frailty to optimise functioning, health, and wellbeing,
2. Effective working in health, social care, and public health partnerships for client centred service provision in emergency, acute, primary, community and emerging role environments,
3. Helping people to lead healthier lives, including in work and to avoid preventable illness, particularly where health inequalities exist,
4. Culturally competent and effective communication when working with clients, carers/families, colleagues, and others,
5. Accountability, leadership of continual quality improvement of services and safeguarding of high standards of care,
6. Appropriate understanding and application of ethical and safety legislations surrounding clinical practice in physiotherapy and in conducting research,
7. Clinical and service leadership using entrepreneurial and business skills to support innovation,
8. Understanding and utilising health informatics and digital literacy and emerging digital technology to promote health and deliver health care,
9. Evaluating their own practice and to support the translation of evidence and research findings in healthcare policy and practice,
10. Continuous professional and personal development through self-reflection including health and well-being, life-long learning, and career development,
11. Inclusive practice within local, national, and global contexts

At the end of this course, students should be able to:

1. Prepare to undertake autonomous, inclusive, client-focused professional practice within a variety of health, social and public health practice contexts, and in compliance with all professional standards of practices and codes of conduct, performance, and ethics.
2. Justify the role of physiotherapists in all settings, including their contribution to addressing the impact of social determinants on population health locally, nationally, and globally.
3. Select and implement appropriate communication skills for effective working with individuals including influencing appropriate and effective behaviour change for healthcare delivery, effective team working, and leadership purposes.
4. Take responsibility for critical reflection of their own practice and engage in continuing personal professional development including fitness to practice, well-being, life-long learning, career development and leadership.
5. Justify how biological, physical, behavioural, and clinical factors underpin the principles and practice of physiotherapy to clients, carers/families, and multi-professional colleagues.
6. Demonstrate safe and effective physiotherapy specific practical skills, maintenance of accurate and data compliant clinical records using appropriate information management systems.
7. Critically analyse and synthesise data from a variety of sources for the assessment and client focused management of individuals with acute, emergency, or long-term health conditions, including complex cases and evaluate outcomes of their interventions.
8. Demonstrate awareness of the need for continual evaluation of own practice, maintaining high standards of care and quality improvement.
9. Critically analyse current research to identify evidence gaps, develop and test a research question.
10. ULO: Demonstrate confidence, resilience, ambition, and creativity whilst practicing as inclusive, collaborative and socially responsible physiotherapist in the world of work.

QAA UK Quality Code for Higher Education which includes the English Framework for Higher Education Qualifications.

Level 4,5,6 SEEC Descriptors (2021) for Higher Education available at https://cradall.org/sites/default/files/seec-credit-level-descriptors-2021.pdf

The assessment strategy for this course has been guided by the requirements for students to demonstrate achievement of HCPC’s standards of proficiency, standards of conduct, performance, and ethics, CSP’s knowledge, skills, behaviour and values framework, level 4, 5, 6 of the FHEQ and London Metropolitan University’s ESJF.

Module and course learning outcomes will be assessed by a variety of authentic assessment types including unseen written examinations, evidence-based problem-solving essays, evidence-based complex case study essay, clinical viva examination, professional development portfolio, leadership development portfolio, practice education reflective portfolios, academic development portfolios, inter-professional group presentation, group based evidence synthesis presentations, objective structured practical examinations, objective structured clinical examinations, Viva, clinical placement assessment forms (CPAF), research proposal essay and a health promotion poster. These assessments were selected specifically and strategically aligned to direct students’ learning towards the achievement of core proficiencies, knowledge, skills, attitudes, and abilities required for contemporary physiotherapy practice.

The Physiotherapy knowledge and skills modules are assessed with authentic clinical based assessments including objective structured practical examinations, objective structured clinical examinations and a clinical viva examination. These examinations will be progressed from years 1 to 3, with increasing complex clinical problems.

The research strand utilises an academic portfolio in the first year, a critical appraisal assessment in the second year, and a research proposal essay in the final year. The structuring of these assessments is intended to direct student’s development of academic and research skills to drive further development of physiotherapy theory and practice when they graduate. The CSP’s CPAF’s are utilised for the assessment of the practice education elements of the course, in addition to reflective essays, designed as triggers for students to consider essential issues in clinical practice such as biopsychosocial considerations; clinical governance and health promotions; optimising patient outcomes, continued professional development and transition to practice.

In line with the inclusive assessment principle of the ESJF, all assessments are scaffolded with briefings, question and answer sessions, and early formative opportunities before the summative assessments. These approaches will ensure that both academic staff and students have a shared understanding of the aims, rationale, marking criteria and feedback cycle for each assessment. Furthermore, assessments will be scheduled in a way that ensures students receive appropriate and timely feedback which prepares them for the next related assessment.

Students are expected to complete and pass all modules assessment elements to successfully pass the programme. There are no optional modules for the award of BSc Physiotherapy, this is to ensure that HCPC & CSP professional learning outcomes are met.

Practice based education is an integral part of a Physiotherapy degree and required by both the HCPC and CSP. All students on the course will complete and pass a minimum of 1000 hours in contemporary practice settings like the ones they will be working in after graduation. Completing placements is not only a requirement to graduate with the eligibility to practice as a Physiotherapist, but it will also provide students with opportunities to build a professional skills’ profile and network that will support their future employability after graduation.

During teaching, students will be using facilities provided within the University’s Science Centre, and the skills and simulation suite which include state of the art treatment rooms, simulated intensive care units and wards, and an expansive sports hall.

Six practice placements are planned for this BSc course: one in year 1, two in year 2, and three in year 3. The first module includes a mixture of clinical simulation and longitudinal placement. The period of clinical simulation is completed in our skills and simulation suite (semester 1), and one day a week in a practice setting (semester 2). These experiences will run alongside academic modules in the first and second semester of year 1. Longitudinal placements provide students with excellent opportunities to consolidate theory and practice skills close to when they acquire them in the University. The modules then develop in year 2 as a two-day a week placement - this reflects a progression of the longitudinal placement in year 1. Students will spend the first two weeks of this module in clinical simulation in our skills and simulation suite, aimed at preparing them for their longitudinal placement. The third module is a 5-week placement in the summer, preceded by 10 weeks of simulation. The fourth and fifth modules are both 5-week block placements in the third year. The final module is a 5-week block placement designed to be an elective placement. The elective placement aims to provide students with the choice of identifying their learning needs, selecting a suitable placement site, and arranging this placement, with the programme team’s support. Students will be able to select, complete and pass their elective placements (e.g., specialist, leadership, public health, role emerging, service improvement, and research placements) to fulfil the required programmatic and practice education learning outcomes.

The programme is structured around the four pillars of practice: clinical practice, education, leadership and management, and research. Accordingly, placement experiences will encompass a planned combination of these domains, ensuring the development of a comprehensive and professionally robust skill set aligned with contemporary practice requirements. Students will gain valuable hands‑on experience across a wide range of health and care settings. Our placements span NHS hospitals, private and voluntary organisations, third‑sector providers, and online environments.

We work closely with partners in care homes, mental health services and public health, giving students access to varied and meaningful learning opportunities. This flexible approach ensures the training reflects current health and social care priorities and prepares students to meet the needs of London’s diverse communities.

There is no part-time route available for this course.

The following course specific regulations apply:

1. All modules are core and must be passed for successful completion and final award. There is no condonement at any level of the course.

2. Students are normally allowed only two attempts to complete a module or piece of assessment in the module. This includes practice placement assessments.

3. By the end of the programme, students must have completed and passed all practice education placement modules and accrued a minimum of 1000 practice hours. Students are normally only allowed to retake failed practice placement once.

4. Students who require two attempts to pass pieces of assessments or placements must be reviewed by the Progression and Awards Board with regards to public protection that such performance raises after graduation.

5. Students must normally pass all modules in the current year to progress to the following year of study.

6. To proceed from year one to year two, a student must take and pass all 120 credits, as well as the practice placement module.

7. To proceed from year two to year three, a student must take and pass all 240 credits, including all practice placement modules.

8. In the event of an acceptable extenuating circumstance, such as evidenced illness which prevents a second retake attempt, a student may be permitted, by the Progression and Awards Board, to progress from one year of study to another if there is an open reassessment, which includes all non-practice placement modules.

9. The maximum time to compete the course is 6 years.

10. The University has an obligation to ensure that graduates from the BSc (Hons) Physiotherapy course are fit to practice and meet the criteria set out in the CSP's Standards of Proficiency document. This means that a person has the skills, knowledge, character, and health to undertake their professional role safely and effectively, as well as act in accordance with the ideals and standards of the profession. If the University become aware of an issue regarding a students’ professional capacity, it may initiate Fitness to Practice (FtP) proceedings. FtP procedures recognise that students may need support in understanding the standards of ethics, conduct, and performance and their obligation to comply with these. FtP procedures will provide support to assist students in developing skills in professional behaviour and will identify those who give cause concern.

11. Specific modules have attendance requirements. Failure to meet this requirement will require the attendance component be re-sat at the earliest opportunity.

A. To gain a BSc (Hons) Physiotherapy award with eligibility to register with the HCPC and CSP, student must:

1. Pass all 360 core credit modules
2. Complete a minimum of 1000 hours of placement across the three years of the course, including 100% of clinical simulation within the University
3. Fulfil the attendance requirement (a minimum of 80% of the practical teaching of each physiotherapy specific module). Failure to meet this requirement will require the attendance component be resat at the earliest opportunity

B. To gain an Undergraduate certificate in Health Sciences award, student must complete and pass all 120 core credit modules from level 4. Please note that this award DOES NOT confer eligibility for registration with the HCPC and CSP.

C. To gain an Undergraduate diploma in Health Sciences award, student must complete and pass all 240 core credit modules from level 4 and 5. Please note that this award DOES NOT confer eligibility for registration with the HCPC and CSP.

D. To gain a BSc (Ord) in Health Sciences award, student must complete and pass a total of 300 credits from levels 4, 5 and 6. Please note that this award DOES NOT confer eligibility for registration with the HCPC and CSP. Students who are unable to complete the professional requirements of the course will not be eligible to graduate with a degree in Physiotherapy.

Physiotherapists work with different client populations in diverse settings, and often with complex health care needs. The ability to work effectively and safely within this modern health and social care sector requires continuous development of knowledge, skills, and attitudes to meet the ever-changing healthcare needs of the population they serve. In this course, students will be introduced to the nature of contemporary health and care sector, regulatory landscape, and its requirements including the need for reflective practice and continuous professional development. The theory and process of reflective practice including tools for reflection as a clinical practitioner will be explored, with practice sessions in Professional practice in Physiotherapy and this will be further developed in practice through their reflective assignment components in all the placement modules. Students will also identify personal development plans as part of their Clinical Placement Assessment Forms (CPAFs) which form the assessments of practice education modules.

Furthermore, reflective essays and portfolios are developed further as critical reflective activities, with the aim of embedding criticality to their reflection as they progress on the course. Linked to reflective practice, students will also be writing personal professional development plans that will support their continuous progress on the course and future career.

Health and Care Professions Council (2023) Standards of Proficiency For Physiotherapists https://www.hcpc-uk.org/standards/standards-of-proficiency/physiotherapists/

Health and Care Professions Council (2024) Standards of Conduct, performance and Ethics https://www.hcpc-uk.org/standards/standards-of-conduct-performance-and-ethics/

Chartered Society of Physiotherapy Code of Values and Behaviours http://www.csp.org.uk/publications/code-members-professional-values-behaviour

Chartered Society of Physiotherapy (2013) Quality Assurance Standards for Physiotherapy Service Delivery http://www.csp.org.uk/publications/quality-assurance-standards

Health and Care Professions Council Standards of Continuing Professional Development https://www.hcpc-uk.org/standards/standards-of-continuing-professional-development/

Health Education England. Maximising Leadership Learning in the Pre-Registration Healthcare Curricula: Model and Guidelines for Healthcare Education Providers: 2018. https://www.hee.nhs.uk/sites/default/files/documents/Guidelines%20-%20Maximising%20Leadership%20in%20the%20Pre-reg%20Healthcare%20Curricula%20%282018%29_0.pdf .

Health Education England. Multi-professional framework for advanced clinical practice in England. 2017. https://www.hee.nhs.uk/sites/default/files/documents/multi-professionalframeworkforadvancedclinicalpracticeinengland.pdf

Lowe CM, Heneghan N, Herbland A, Atkinson K, Beeton K (2022). CSP KNOWBEST: The KNOWledge, BEhaviours and Skills required of the modern physioTherapy graduate including the future role of practice-based learning. https://www.csp.org.uk/system/files/documents/2022-06/FINAL%20KNOWBEST%20Project%20Summary%202022%20%281%29.pdf

The aim of this BSc (Hons) Physiotherapy course is to prepare students for effective working in the modern health and social care sector. This requires continuous development of their knowledge, skills, and attitude to meet the ever-changing needs of the population they serve.

The practice placement opportunities provided on the course will expose them to practice settings where they can develop valuable skills and experiences that will complement theoretical learning they acquire on the course. At the end of the course, students would have developed the ability to practice autonomously as an entry level Physiotherapist (Band 5). Many of our graduates will get jobs within the health and social care sector, including the National Health Service (NHS) after graduation. Others may decide to work in other settings where the skills and services of a Physiotherapists are needed such as private clinics and hospital, GP practices, Schools, Universities, etc. Interested students could also explore a research career by registering for PhD programs through clinical or higher education routes.

Furthermore, an annual careers and employability event will be organised to showcase and promote career options available to all students on the course in collaboration with clinical partners and healthcare workforce recruiting agencies.

The School of Human Sciences has a range of industry-linked postgraduate courses available on a full-time and part-time basis. These courses would be ideal for postgraduate progression:

• MSc Public Health

In addition to the University's standard entry requirements, you should have:

• a minimum of BBB grades in three A levels, including grade B or above in Biology, and Chemistry or Physics, Sociology, Psychology or Physical Education (or a minimum of 120 UCAS points)
• English Language and Mathematics GCSE at grade C/ grade 4 or above (or equivalent)
• a DBS checks with checks for vulnerable adults and children
• clearance for non-exposure prone procedures (EPP) by an approved occupational health service

The University will invite you to complete the DBS check, which will need to be done by 31 July before the September you begin your studies. This check will cost you £62.13 and the update service costs £13 per year.

Foundation Year students

Entry from science foundation and access courses

Science foundation and access courses will be considered with a minimum of 60 credits, 45 of which must be at Level 3:

• 15 credits at Level 3 must be in Biology or related subjects such as anatomy and physiology.
• 15 credits at Level 3 must be in chemistry or related subjects such as
biochemistry.
• 15 credits at Level 3 should be in science related subjects (e.g., physics, maths) or subjects applied to science (e.g., nutrition, environmental science, psychology, sociology, or physical education).

The remaining credits 15 should be in study skills. You should achieve a distinction or equivalent numerical mark in 65% of the credits taken in science subjects at Level 3.

You will be required to pass an interview, as a demonstration of values that promote compassion, dignity and respect is necessary.