module specification

Practice Education 2: Developing clinical practice 1 module is the second practice education module, and the first of two placement experiences this year. It is aimed at progressing students’ professional practice skills alongside learning theoretical contents in the second year. In this module, the longitudinal placement model used in the first year is progressed by providing an opportunity for students to work in another clinical setting for two days weekly.

The module commences with two weeks of 2-days a week clinical simulation aimed at preparing students for their longitudinal placement. This period of clinical simulation will enable students to complete mandatory training requirements before going on a two-day a week longitudinal placement in a clinical setting for 8 weeks, to complete a total of 150 practice hours. This longitudinal placement will provide students with the opportunity to continue their professional development in practice settings, working with practice educators. Doing a longitudinal placement alongside academic modules will allow students to practice concepts and skills developed in the University in a real-life clinical setting. 

Specifically, in this module, you will:

Complete mandatory training and develop core skills required in practice-based learning.

Attend a longer longitudinal placement to integrate your theoretical knowledge, skills, and attitudes for managing service users in a variety of clinical conditions. 

Have opportunities to engage with clinical governance processes in place to quality assure service provisions.

Have opportunities to accumulate more practice hours required for your professional training.

Pre-requisite: All level 4 modules

Co-requisites: PT5000, PT5051, PT5052, PT5053, PT5W52

Available for Study Abroad? NO

Knowledge

Physiotherapy framework to map development. (LO5)

Scope of practice (LO5)

Fitness to practice and impact of anxiety and stress on practice (LO4)

Relevant and appropriate sources of support, advice, and guidance on how to access them (LO6)

Maintaining personal health and wellbeing (LO4)

Unconscious bias in clinical practice

Skills

Manual Handling skills (LO1)

Basic Life Support & Manual Handling Skills (LO1)

Self-Awareness, dealing with unconscious bias.

Assessment and management of patients with variety of clinical conditions in clinical settings (LO1, LO2)

Shared decision making, informed consent.

Advanced communication skills (LO3), LO4)

Team working skills (LO4)

Time management skills, prioritisation (LO1)

Maintaining confidentiality in practice

Information governance

Attitudes

Lifelong learning 

Reflective practice

Team working

Compliance with clinical governance legislation

Evidence based practitioner

This module utilises experiential learning approaches of clinical simulation and two-day a week clinical placement in practice education settings (Longitudinal placement). Students will complete clinical simulation sessions prior to starting their placements to continue their preparation for clinical practice.  In addition, students will complete their annual mandatory training required to work in a clinical setting.

During placements, students will learn through clinical observation, clinical practice, reflective practice, under the supervision of practice educators, and participate in clinical de-briefs with academic tutors in the University.

This clinical immersion during term time allows students to develop authentic experiences of the application of physiotherapy knowledge and skills

At the end of this module students should:

Demonstrate the ability to gather relevant and detailed information from a range of sources to determine the needs of service users, apply clinical reasoning to identify key issues, develop treatment goals, select evidence-based interventions within their own limit of practice, apply it safely within a multi-disciplinary approach to optimise clinical outcomes and monitor and document responses appropriately.

Identify and record relevant information using appropriate approaches and formats to demonstrate clinical reasoning, treatments delivered to service users and evaluate outcomes.

Communicate effectively with different group of service users, carers, practice educators and members of the interprofessional team, using a wide range of communication skills (verbal, written and listening) to share and receive information, and modify communication styles to meet the different needs, where necessary.

Demonstrate increasing awareness of values and attitudes required of a physiotherapist, including professionalism, confidentiality, compassion, caring, altruism, advocacy, commitment to excellence, social responsibility, honesty & integrity, patient safety, fitness to practice, and team working.

Identify own personal professional development needs, engage in a variety of learning and development opportunities available to meet their continuing professional development needs and reflect on the process. 

Engage in seeking feedback, help and support from multiple sources, and reflect on the feedback and modify personal and professional behaviour appropriately.

https://rl.talis.com/3/londonmet/lists/907DE8A3-44C1-44A7-87F2-1D44BBE83A6E.html?lang=en-GB

Textbooks

Kenyon, K. and Kenyon, J. (2018). The physiotherapist’s pocketbook: essential facts at your fingertips. 3rd edition. Edinburgh: Elsevier.

Cross, J., Broad, M. A., Quint, M. J., Ritson, P. and Thomas, S. (eds) (2020) Respiratory physiotherapy pocketbook: an on-call survival guide. Third edition. Edinburgh: Elsevier. 

Lennon, S., Ramdharry, G., Verheyden, G. (2018). Neurological Physiotherapy Pocketbook. 2nd edition. Edinburgh: Elsevier.

Clinical Reasoning in the Health Professions E-Book, edited by Joy Higgs, et al., Elsevier Health Sciences, 2008. 

White, Sue, et al. Critical Reflection in Health and Social Care, McGraw-Hill Education, 2006.

Journal Articles

Atkinson HL, Nixon-Cave K. (2011). A tool for clinical reasoning and reflection using the International Classification of Functioning, Disability and Health (ICF) framework and patient management model. Phys Ther. 91:416 – 430 

Donaghy, M. and Morss, K. (2000). Guided reflection: A framework to facilitate and assess reflective practice within the discipline of physiotherapy. Physiotherapy Theory & Practice. 16, (1), 3-14. 

A good article for understanding what reflection and reflective practice is in physiotherapy education and the healthcare setting.

Publications

CHARTERED SOCIETY OF PHYSIOTHERAPY, (2013). Quality Assurance standards for physiotherapy service delivery. London: CSP

HEALTH & CARE PROFESSIONS COUNCIL, (2016). Standards of conduct, performance, and ethics. London: HCPC.

CHARTERED SOCIETY OF PHYSIOTHERAPY CSP (2011). Physiotherapy Framework: putting physiotherapy behaviours, values, knowledge & skills into practice [updated May 2020]

HEALTH & CARE PROFESSIONS COUNCIL, (2023). Standards of Proficiency (Physiotherapy) London: HCPC.