1
Faculty of Health and Life
Sciences
Practice Placement 1
Assessment Guidance
For Students and
Educators
BSc (Hons) Physiotherapy 2012 Entry
MSc Physiotherapy 2013 Entry
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Contents Section 1 Background Information ....................................................................................... 3
Personal and Professional Development File (PPDF) ...................................................... 3 Placement learning and support ....................................................................................... 4
Section 2 Assessment ......................................................................................................... 5 2.1 Introduction ............................................................................................................. 5
2.2 Formative assessment ............................................................................................ 5 2.2.1 Pre Placement Planning .................................................................................. 5 2.2.2 Negotiated Learning Outcomes ........................................................................ 6 2.2.3 Midpoint Formative Assessment ...................................................................... 6 PRACTICE PLACEMENT ASSESSMENT SUMMARY FORM..................................... 7
Pre Placement Preparation – Form PM2 ............................................................... 8 Pre Placement Preparation – Form PM3 ............................................................... 9 Negotiated Learning Outcomes Form PM4 ........................................................... 10
Form PM5 ................................................................................................................... 11 Practice Placement Formative Assessment Action Plan ............................................ 11
2.3 Summative Assessment ....................................................................................... 12 2.3.1 Using PhysioMAP scoring system ..................................................................... 12
2.3.2 Learning Outcomes and Performance Indicators .................................................. 13 2.3.3 Summary of outcomes ....................................................................................... 13
Performance Indicators ...................................................................................................... 15
Performance Indicators ...................................................................................................... 16
PLACEMENT REVIEW Form PM6 ...................................................................... 17
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Section 1 Background Information
This document aims to provide information about practice placement learning and assessment and the
associated documents for both the BSc (hons) and MSc Physiotherapy programmes.
Learning in practice is an integral part of the BSc (Hon’s) and MSc Physiotherapy Programmes and the
Chartered Society of Physiotherapy recommends that students spend at least 1000 hours in practice
during their programme. The Northumbria physiotherapy programmes have been designed to facilitate
practice learning via seven placement opportunities (six in the MSc programme) which enhance the
integration of theory and practice and provide the requisite number of hours. Practice learning is also
required for students to demonstrate the professional knowledge, skills and attributes required for entry onto
the Health and Care Professions Council register and the PhysioMAP (Measuring Achievement in
Practice) assessment form makes those requirements explicit to both the student and educator.
The PhysioMAP (Measuring Achievement in Practice)
The PhysioMAP consists of five domains:
Communication
Professional Behaviour
Assessment, Reasoning and Intervention
Monitoring and Evaluation
Managing Risk
Each domain contains learning outcomes which have been developed from the Standards of Proficiency for
Physiotherapy (HCPC 2008) and the CSP Physiotherapy Framework (2010). There are 15 learning
outcomes which are assessed on each placement utilising a sliding scale of achievement which moves
towards the standard required for registration in the final year of the programme. Examples of performance
indicators for each outcome are provided in this document to assist educators in planning learning
opportunities and making assessment decisions.
The learning opportunities available in relation to the development of physiotherapy skills will differ for each
placement. The student’s previous learning and achievement will also vary so there is an expectation that
additional Negotiated Learning Outcomes will be agreed between the student and educator at the start of
each placement. Academic staff will support the development of negotiated learning outcomes via the pre
placement seminar and there is also an expectation that students will access information such as the
Portfolio of Learning Opportunities (POLO) available on the placements web site1 and additional information
provided by practice staff.
Personal and Professional Development File (PPDF) Students are provided with a Personal and Professional Development File (PPDF) designed to aid critical
reflection on the learning experience and the collection of evidence which supports the achievements
recorded in the PhysioMAP. An integral piece of evidence for all students will be the Practice Skills
Passport which will contain a summary of students learning and achievement both in theory and practice.
The PPDF and in particular feedback from previous placements will be central to deciding on future
Negotiated Learning Outcomes.
1 http://www.northumbria.ac.uk/sd/academic/sches/placements/?view=Standard
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Placement learning and support The first placement experience for both programmes is designed to enable students to develop their self-
management, interpersonal and professional practice skills. As the programme progresses the student’s
management of practice skills will develop so that they are able to work towards the standards required for
registration with the Health Professions Council. In the final placements the student must demonstrate the
achievement of the Standards of Proficiency (HCPC 2008) whilst becoming more critical of the evidence
base as part of their developing clinical reasoning skills.
The role of the physiotherapy educator is recognised as being central to learning and assessment in practice
and therefore assuring the HCPC of the practice standards achieved by Graduates of the programmes. It is
the responsibility of the Educator to plan learning with the student, facilitate and supervise appropriate
learning opportunities, provide formative feedback to the student in regard to progress and to triangulate
evidence of student performance to inform final summative assessment decisions.
Educators are supported in their role by the Visiting Placement Tutor: The visiting tutor works collaboratively
with an area of practice to ensure that suitable learning opportunities are available, providing educator
updates, visiting students during each placement and offering support via email or telephone. Practice
Placement Facilitators (PPF’s) also support practice learning primarily by ensuring placement capacity and
quality but they are also able to provide support to both students and educators if required.
The activities required of an Educator are summarised below.
Pre Placement Ensure contact has been made by the student in good time prior to placement
start date
Familiarise yourself with the assessment documentation related to the upcoming
practice placement
Access programme information on the placements web page2
First few days of
placement
Undertake an initial planning interview with the student and complete relevant
parts of form PM1.
Negotiate the frequency of formative feedback, including dates and times of
midpoint and final assessment meetings.
Agree negotiated learning outcomes (Form PM4)
Ensure an induction programme is completed by the student
During Placement Facilitate appropriate learning opportunities
Provide formative feedback to student in relation to their progress in achievement
of the PhysioMAP learning outcomes
Midpoint Provide formative feedback of strengths and development areas, completing all
relevant mid- point documentation (form PM5)
Agree relevant action plans for remainder of placement
Final assessment Complete summative assessment form identifying the level of achievement for
each outcome
Provide Formative feedback on the placement review form (PM6)
The Student should return signed PhysioMap documents to the University.
2 http://www.northumbria.ac.uk/sd/academic/sches/placements/?view=Standard
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Section 2 Assessment
2.1 Introduction
Practice based learning and assessment is an integral aspect of the physiotherapy programme and is
attached to programme modules. The synopsis and learning outcomes for the modules attached to this
placement can be found in the preparation for placement section. The academic component of the module is
assessed by a University based summative assessment whilst practice based learning is assessed by
educators at threshold level as pass/fail.
The PhysioMAP assessment of practice is designed to:
Ensure the safety of the public
Facilitate student achievement of the standards required for registration
Increase assessment utility by using a range of evidence to inform educator decisions
Promote the personal and professional development of physiotherapy students
Develop students as reflective practitioners
Provide evidence of the achievement of the programme learning outcomes
2.2 Formative assessment
Whilst learning in practice students benefit from formative feedback on performance and the identification of
areas for development and these activities should inform reflection and action in relation to personal and
professional development.
2.2.1 Pre Placement Planning
Formative assessment begins with the initial planning for placement learning when the student and educator
can identify previous relevant learning and achievements (for students beyond the first placement this MUST
ALWAYS include the summary report from the previous educator). Initial planning is recorded on the
Assessment Summary Form (Form PM1) and will include induction into the practice area ensuring that the
students are familiar with local policies and guidelines. At this point it will also be useful to agree a timescale
for formative and summative feedback and identify a suitable date for the midpoint visit form the placement
tutor.
Prior to the placement students will prepare evidence to ensure they meet learning outcome 3 on
PhysioMAP. This will be done by presenting evidence of their attendance at mandatory skills training
sessions on their Skills Passport (form PM2). This also provides information on the modules covered during
the programme up to the start of the placement.
Other evidence of preparation will be presented on form PM3. This will include evidence of engagement with
the service information (eg POLO), preparatory reading, SWOT analysis and professional standards
documents.
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2.2.2 Negotiated Learning Outcomes
Pre placement planning should lead to the development of additional negotiated learning outcomes being
developed by each student. The learning opportunities available in relation to the development of
physiotherapy skills will differ for each placement. The student’s previous learning, achievements and SWOT
analysis will also vary so there is an expectation that additional Negotiated Learning Outcomes will be
agreed between the student and educator at the start of each placement (Form PM4). Academic staff will
support the development of negotiated learning outcomes during pre placement seminars and there is also
an expectation that students will access information such as the Portfolio of Learning Opportunities (POLO)
and additional information provided by practice staff as part of pre placement preparation.
2.2.3 Midpoint Formative Assessment
Prior to or during the midpoint visit a Practice Placement Formative Assessment Action Plan (Form PM5)
should be completed in order to indicate to the students that they are progressing well or that there are
concerns about their performance . It is envisaged that any areas of concern in relation to performance
would be highlighted to the student as close to the event as possible in order to give the student ample
opportunity to respond to and improve. If there is an area which is identified as needing to be developed the
educator should facilitate the development of a remedial action plan. If there is a risk that this may lead to
placement referral then an action plan must be completed and the visiting tutor or another member of
academic staff made aware.
Formative feedback from the clinical educator will enable students to reflect on the experience and continue
their development in future practice based learning. The frequency of formal feedback meetings should be
negotiated between the clinical educator and student (a brief weekly review is recommended). On
completion of the placement the educator must record further formative qualitative feedback for the student
on the placement summary form to inform further placement learning, communicate with future educators
and enhance the student’s personal and professional learning.
The practice placement formative assessment action plan (Form PM5) can be used at any time during the
placement for any student in addition to its primary function at the midpoint formative meeting between the
educator, student and visiting tutor to identify any actions that need to be taken as a result of the student
being scored below the anticipated grade on PhysioMAP.
The form is particularly important where a student is below the expected level of performance and is in
danger of failing the placement. In these situations the educator must contact the visiting tutor at the earliest
possible time to arrange an early visit to develop an appropriate action plan to allow sufficient time for the
student to demonstrate they are meeting the learning outcomes.
The form will very clearly document which learning outcomes the student is not achieving so that the student
and the university have a clear record of the situation and the action which has been agreed. By signing the
form all parties are agreeing to, and understand, the action plan and the responsibilities of the educator and
the student in rectifying student performance.
If the student does not respond to the agreed action plan by the agreed review date they may fail the
placement outright.
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Northumbria University BSc and MSc Physiotherapy Form PM1
PRACTICE PLACEMENT ASSESSMENT SUMMARY FORM
STUDENT:
CLINICAL
PLACEMENT &
MODULE NUMBER
CLINICAL EDUCATOR
DATES OF PLACEMENT
UNIVERSITY
VISITING TUTOR
HOSPITAL/UNIT:
INITIAL PLANNING INTERVIEW date;
Activity Completed Activity Completed
Induction to area including Trust
policies and guidelines
Discussion or learning opportunities available
Review of previous placement summary
Planned date for Midpoint review
Discussion of learning outcomes and
indicative criteria
Negotiated learning Outcomes completed
RECORD OF ATTENDANCE: Key: U Unauthorized absence; L=Late; S=Sick; A=Appointment; O=Open day; I=Interview
Week Total Hours Monday Tuesday Wednesday Thursday Friday
1
2
3
4
5
6
Total Hours
FINAL ASSESSMENT;
PASS/ FAIL
COMMENTS & RECOMMENDATIONS
FINAL ASSESSMENT PASS (P) / FAIL (F)
STUDENT SIGNATURE:
CLINICAL EDUCATOR SIGNATURE: DATE:
Students must hand in the completed assessment documents to: Assignments Office, School of Health,
Community and Education Studies, Coach Lane Campus, Coach Lane, Newcastle upon Tyne, NE7 7XA; on the
Wednesday immediately following the placement. Top Copy: University Second Copy: Student
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Pre Placement Preparation – Form PM2
Placement One/Two
Mandatory Skills; the student has attended taught sessions on the following
University
attendance
date
Confirmed
by GT
A moving and handling and ergonomics
A Basic Life Support
A Infection control
A Safeguarding Vulnerable adults and children
A De-escalation and conflict resolution
Synopsis and learning Outcomes of Associated Module
PT0400 Foundation of Physiotherapy Practice Skills
This module begins the process of placing the theory of how structure and function of the human body relate to physiotherapy practice. Initial sessions will focus on a theoretical introduction to common concepts allied to physical and biological principles. A combination of practical skills sessions, case simulations and movement practical sessions will be used to facilitate teaching learning and assessment of selected therapeutic skills, rehabilitation procedures and movement characteristics of everyday functional tasks. Students will be directed to and engage independently with the common concepts learning package. The learning outcomes reflect emphasis on safe and effective physiotherapy practice. Student learning will be augmented by continuous formative assessment and verbal feedback on performance throughout the module related to developing safe and effective practical skills. There will be opportunities for students to record skills performance and development through images and/or film in the clinical skills centre and discuss key issues within case scenario practical sessions. The module summative assessment will be a practical
demonstration, where students will be required to
demonstrate safe and effective practice within the
application of therapeutic skills and describe movement
characteristics of an everyday functional task.
PT0400 Learning Outcomes
1. Select and safely teach the use of assistive
devices.
2. Demonstrate safe and effective application
of foundation physiotherapy practice skills.
3. Demonstrate safe and effective application
of rehabilitative handling skills and transfer
skills.
4. Using observation describe movement
characteristics of everyday functional tasks.
5. Meet the learning outcomes of the practice
placement associated with this module.
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Pre Placement Preparation – Form PM3
Placement One/Two
A record of pre placement activity
Date Activity
Describe activity and where evidence can be found
Confirmed by
GT or Educator
signs
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Negotiated Learning Outcomes Form PM4
The three learning outcomes I wish to achieve on this placement (to be confirmed and finalised by my
practice educator)
1
Preferred learning strategy to
achieve this outcome
Evidence of outcome Learning Outcome achieved
Educators sign
2
Preferred learning strategy to
achieve this outcome
Evidence of outcome Learning Outcome achieved
Educators sign
3
Preferred learning strategy to
achieve this outcome
Evidence of outcome Learning Outcome achieved
Educators sign
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Form PM5
Practice Placement Formative Assessment Action Plan
Highlight as appropriate
Green Is working successfully towards all learning outcomes/competencies/elements on the
placement assessment form.
No remedial action is necessary; to continue as per action plan.
Amber Is working towards most of the learning outcomes/competencies/elements on the placement
assessment form.
However needs to pay particular attention to the identified outcomes /competencies/elements
listed on the action plan.
The educator and student have agreed an action plan for learning and have identified how
opportunities and evidence will be provided. The action plan will be regularly reviewed.
Red
The
student is
in Danger
of Failing
the
placement
Is not progressing as required to meet the expected learning outcomes on the placement
assessment form.
Failure to achieve these outcomes by the end of the placement will result in the student being
unsuccessful on the placement and associated module to which this placement is attached.
The learning outcomes/competencies/elements not being achieved are listed, along with criteria
for their achievement in action plan. The educator/mentor and student will have regular
meetings to discuss progress and provide regular feedback to the guidance tutor.
1 Area of Strengths / Concern:
2 Specific recommendations:
3 Outcomes to be met:
4 Review date: Student signature Educator signature Visiting Tutor Signature
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2.3 Summative Assessment
The PhysioMAP assessment of practice is designed to:
Ensure the safety of the public
Facilitate student achievement of the standards required for registration
Increase assessment utility by using a range of evidence to inform educator decisions
Promote the personal and professional development of physiotherapy students
Develop students as reflective practitioners
Provide evidence of the achievement of the programme learning outcomes
2.3.1 Using PhysioMAP scoring system
The first two points are assured by the use of a 5 point scale to provide feedback to students on their level of
performance in meeting each of the 15 learning outcomes. The scale requires educators to assess students
against a single point of reference for all placements in each year. The single point of reference is the
minimum standard expected of a newly registered physiotherapist. This is the standard expected on
completion of the programme that will allow the student to meet the requirements of the Standards of
Proficiency of the HPC and Knowledge, Skills and attributes expressed in the CSP Physiotherapy
Framework. The use of a single point of reference enhances educator and student understanding of the
standard required although poses questions for students early in their programme who are unlikely to
achieve the required standard. For this reason the scale is presented (see below) where it is anticipated that
students will need further development in year one, be approaching the borderline for registration in year two
and achieve expectations for registration in year three and this process is accelerated for students on the
MSC programme.
Scoring system
Stage of
Programme
Unsafe Practice Needs
development
before
registration
Borderline for
registration
Meets
expectations for
registration
Exceeds
expectations for
registration
MSc BSc U 1 2 3 4
Yr 1 U 1
PASS
2
PASS
3
PASS
4
PASS
Yr 1 Yr 2 U 1
2
PASS
3
PASS
4
PASS
Yr 2 Yr 3 U 1 2 3
PASS
4
PASS
The shaded boxes on the grid indicate the anticipated level of attainment
for the student at each stage of the programme
For MSC students first two placement a score of 1 is acceptable.
3 Meets Expectations
Meets the minimum standard
expected of a newly registered
Physiotherapist
The scale includes a forth point which identifies achievement which exceeds expectations for
registration which may apply to exceptional students for some of the identified outcomes.
Thus a student in year one would need to score 1 for all outcomes to pass the placement. Some
students may have relevant experience which may for example lead to a score of 2 for learning
outcomes in relation to communication but evidence collected from educators and the literature
suggests that most students will score 1 at this stage. By the final year of both programmes a score of
3 is required for all outcomes.
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Assessment decisions for each of the learning outcomes must be informed by a range of evidence
which will include direct observation of practice by the educator , case review and discussion , student
reflection, testimony of other staff, service user feedback and evidence housed within the PPDF and
placement passport . Accountability for assessment decisions lies with the judgment of the educator
however this is enhanced when supported by a range of evidence and facilitates monitoring and
moderation of assessment decisions as required by University regulations.
Students will be referred on a placement when
The educator identifies unsafe practice for any of the learning outcomes
The educator identifies a score of less than that identified in the table above for three or more
outcomes.
A placement referral will mean a fail mark for practice assessment component of the module and the
student will be eligible for a re-sit placement at the next available opportunity.
Students will be deferred on a placement when
The educator identifies a score of less than that identified in the table above for no more than two
learning outcomes.
Factors affecting student learning such as sickness mean that the educator has insufficient evidence
to make an assessment decision.
A placement deferral will mean a late approval of practice assessment and the unachieved learning
outcomes will be carried forward into the next placement. This decision will always be made by the
programme manager who will give due cognisance to the students overall achievement and progress.
2.3.2 Learning Outcomes and Performance Indicators
PhysioMAP contains 15 learning outcomes against which the student is assessed for each placement. These have been developed to ensure the by the end of the programme students meet the requirements of the HCPC standards of proficiency and CSP Framework. Each learning outcome is defined by a range of performance indicators which are outlined in this document. These can be used by assessors to identify evidence and behaviours appropriate to achieving the learning outcome. The list of performance indicators is not exhaustive and can be added to depending on the context of the placement. Equally the student does not have to achieve all the items listed. The performance indicators are designed to assist educators identify evidence to support their assessment and allow for transparency in discussing with students how learning outcomes can be achieved on their placement. For placement 1 (two weeks) students do not need to be assessed against all learning outcomes. There is an expectation that they will be assessed against learning outcomes 1 – 7 and 15. All other learning outcomes are optional for this placement. The educator should mark learning outcomes as Not Applicable (NA) if they are not being used for this placement. All subsequent placements will use the full range of learning outcomes in the assessment.
2.3.3 Summary of outcomes
At the end of the placement additional qualitative feedback needs to be documented on the placement review form (Form PM6). This is an important document as it provides information to subsequent clinical educators on student performance and therefore aides the planning of subsequent placement experiences and opportunities as well as providing students with valuable feedback and feed forward as part of their personal and professional development. The PhysioMAP document with all forms completed and signed needs to be returned to the University by the student on the advertised assessment hand in date.
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Student
Practice Placement
number
One
Practice
Educator
Placement dates
University
Visiting
Tutor
Placement Setting
Please grade the students performance on the five point scale below for each learning outcome using 3 as the reference point for the standard expected of a newly registered physiotherapist and with reference to the scoring grid and performance indicators
Unsafe Practice
Needs improvement
before registration
Borderline for registration
Meets expectations for
registration
Exceeds expectations for
registration
U 1 2 3 4
Communication 1 Interpersonal Communication is effective and appropriate U 1 2 3 4
2 Communicates own learning needs U 1 2 3 4
Professionalism 3 Professional approach to preparing for the placement U 1 2 3 4
4 Exemplary personal professional behaviour U 1 2 3 4
5 Respects rights of service users U 1 2 3 4
6 Effective contribution to collaborative working U 1 2 3 4
7 Manages and organises practice effectively U 1 2 3 4
Assessment, Reasoning and Intervention 8 Undertakes appropriate assessment of needs U 1 2 3 4
9 Analysis, reasoning and decision making are effective U 1 2 3 4
10 Sets realistic plans and strategies to meet needs U 1 2 3 4
11 Select, implement and manage appropriate interventions U 1 2 3 4
12 Safe and effective application of therapeutic techniques U 1 2 3 4
Monitoring and Evaluation 13 Evaluates planned interventions U 1 2 3 4
14 Monitors and reviews quality of practice U 1 2 3 4
Risk 15 Establish and maintain safe practice to minimise risk U 1 2 3 4
Unsafe practice for any of the learning outcomes Refer
Pass
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Performance Indicators 1 interpersonal communication
demonstrate effective and appropriate strategies in
communications with colleagues, service users and their
carers.
Demonstrate effective oral communication skills which are
specific to the needs of the individual client /carer-using
suitable language and avoiding jargon
Demonstrate effective non-oral communication skills which
are specific to the needs of the individual client /carer
Demonstrate awareness of client / carers needs and
demonstrates sensitivity and empathy with the individual
client / carer.
Demonstrate awareness of roles and responsibility of MDT
members and implement advice from colleagues with
specialist skills in communication
Communicates effectively with colleagues and members of
the multidisciplinary team
Demonstrates an appropriate range of communication styles
Demonstrates skills of listening and explaining in both
individual and group interactions.
Respects the cultural and personal differences of others
Works collaboratively and respectfully with support staff
Writes legibly
3 Professional approach to preparing for placement
demonstrate a professional approach to preparing for the
placement
Demonstrates the ability to self reflect and is able to apply
these skills to reviewing and preparing appropriate material
for practice placement.
Aware of personal needs related to practice and learning
Undertakes responsibility for own personal and professional
development.
5 Respects the rights of service users
promote person centredness by seeking consent,
maintaining confidentiality and promoting non discriminatory
practice
Informed consent is obtained and recorded according to
protocol
Understands and respects service user rights
Discusses risks and benefits of intervention with service user
Respects and maintains service user privacy and dignity
Ensures confidentiality
7 Manages and organises practice effectively
manage and organise practice effectively, requesting
assistance when needed and responds positively to
feedback and criticism.
Undertakes responsibility for own personal and professional
development.
Manages and organises professional practice effectively
Uses unscheduled time effectively.
Requests assistance when needed and responds positively
to feedback / constructive criticism
2 Communicate own learning needs
critically reflect on own practice, responding professionally to
constructive feedback and demonstrates the attributes needed
for continuing personal and professional development
Demonstrates the ability to self reflect and is able to apply
these skills to practice.
Negotiates learning outcomes for the placement with the
clinical educator.
Aware of personal needs related to practice and learning
Undertakes responsibility for own personal and professional
development.
Requests assistance when needed and responds positively to
feedback / constructive criticism.
Develops and implements a plan of action in response to self
evaluation , reflection and feedback
4 Exemplary personal professional behaviour
practice within the legal and ethical boundaries of the
physiotherapy profession and exercise a professional duty of
care
Demonstrates ethical, legal and moral professional attributes in
all areas of physiotherapy practice in accordance with the CSP
Rules of Professional Conduct, HPC Standards of Proficiency
for Physiotherapists and Standards of Conduct Performance
and Ethics and local policies and procedures.
Manages and organises professional practice effectively.
Complies with the health and safety policies of the unit /
service / trust.
Observes infection control policies of the unit / service / trust.
Observes appropriate dress code and identification badge
Demonstrates professionalism in interactions with colleagues,
clients and members of the multidisciplinary team.
Exercises a professional duty of care ( student could mirror this
although cannot legally be asked to take this level of
responsibility)
Acts within boundaries of professional competence
Undertakes responsibility for own personal and professional
development.
6 Effective contribution to collaborative working
work collaboratively with service users, carers and colleagues
and when appropriate make effective contributions to
interprofessional teams.
Work collaboratively with service users and carers
Communicates effectively with colleagues and members of the
multidisciplinary team.
Demonstrates awareness of personal role and those of other
professional groups both individually and as part of a Multi
professional team.
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Performance Indicators 8 Undertakes appropriate assessment of needs
gathers relevant information and select and use appropriate
assessment techniques
Identifies and analyses the client’s problems independently
from clear and succinct assessment.
Demonstrates practical skill in the implementation of the
assessment.
Effectively justifies the choice of assessment process; this
may require physiotherapy profession specific assessment or
as first point of contact within a professional team
10 Sets realistic plans and strategies to meet needs
negotiate realistic goals in collaboration with service users
and their carers and determine appropriate physiotherapy
plans based on the evidence base of practice and problem
solving skills
Negotiate realistic goals in collaboration with service users
and their carers based on diagnosis, assessment, test
results, knowledge and clinical reasoning
Links outcome measures with treatment goals
Determine appropriate physiotherapy plans based on the
evidence of practice and problem solving skills
Refers to other professionals when physiotherapy
intervention is not appropriate or requires multi disciplinary
approach
Written reports set out logically with no omissions
12 Safe and effective application of therapeutic
techniques
select and apply safely and effectively therapeutic exercise,
manual therapy and electrotherapies as appropriate to
alleviate symptoms and promote function.
Select and apply safely and effectively therapeutic exercise,
manual therapy, electrotherapies, and hydrotherapy as
appropriate to alleviate symptoms and promote function
Demonstrates the implementation and performance of
therapeutic skill.
Shows application of initiative and innovation in practice
Aware of the effects of therapy, the indications and
contraindications of treatment and applies these effectively to
the individual presentation of the client / patient.
Demonstrates safety and awareness of issues of safety,
applies these to practice.
Justifies the decisions made with critical use of the best
available evidence to support the decision
14 Monitors and reviews quality of service
monitor and review the quality of practice and contribute to
the generation of data for quality assurance and
improvement purposes.
Monitor and review the quality of practice
Contribute to the generation of data for quality assurance
and improvement purposes
9 Analysis, reasoning and decision making are effective
analyse and evaluate information collected and through
effective clinical reasoning create a suitable problem list
Seeks appropriate supplementary information, accessing other
information records, test results, with clients consent
Demonstrates clinical reasoning skills
Analyse and evaluate information collected to synthesize a
suitable problem list agreed with service users and their carers
Applies background knowledge and understanding of
pathology, assessment strategies, diagnosis, prognosis and
psychosocial issues in the formulation of realistic treatment
objectives for the individual client / patient.
Evaluation and the objectives / treatment goals informed by
critical use of the best available evidence.
Written reports set out logically with no omissions
11 Selects, implements and manages appropriate
interventions
select, implement, manage and adapt physiotherapy
interventions aimed at the facilitation restoration and
maintenance of movement and function
Shows application of initiative and innovation in practice
Shows awareness of the effects of therapy, the indications and
contraindications of treatment and applies these effectively to
the individual presentation of the client / patient.
Demonstrates safety and awareness of issues of safety,
applies these to practice.
Discusses physiotherapy intervention and expected outcome
Demonstrates evidence of re-evaluation; treatment
modification and continued planning of management.
Justifies the decisions made with critical use of the best
available evidence to support the decision
13 Evaluates planned interventions
evaluate planned interventions and activities using recognised
outcome measures and revise the plans in collaboration with
the service user
Evidence of re-evaluation; treatment modification and
continued planning of management.
Use of recognised outcome measures to evaluate practice
Evidence of collaboration with service users and carers in the
evaluation of interventions
Written reports set out logically with no omissions.
15 Establish and maintain safe practice to minimise risk
demonstrate understanding of the need to establish and
maintain a safe practice environment and minimise risk to the
service user throughout physiotherapy assessment and
intervention
Demonstrates safety and awareness of issues of safety,
applies these to practice.
Complies with the health and safety policies of the unit /
service / trust.
Evaluation and the objectives / treatment goals informed by
critical use of the best available evidence
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PLACEMENT REVIEW Form PM6 Student Name: Placement :
Strengths demonstrated on placement
Areas for further development
Communication
Professional behaviour
Assessment Reasoning and intervention
Monitoring and Evaluation
Managing Risk
Educator Signature: (& print name)
Student Signature:
Date:
Academic Staff only:
Summary of Outcomes Achieved