overview of the course - uel.ac.uk web viewbefore the placement. information - one month before....

BSc (Hons) PhysiotherapySchool of Health, Sport and Bioscience

HEAD OF SCHOOL Dr Neville Punchard

FIELD LEADER David Watkinson

PHONE NUMBERS:Jo Brook, Clinical Coordinator 020 8223 7241

Help Desk 020 8223 4163

Newham Occupational Health 020 7363 8677

FAX:Health and Bioscience Office 020 8223 4965

E-MAIL:Jo Brook [email protected] Howes [email protected]

PROBLEMS?Contact, preferably by email, your visiting tutor, Jo Brook, or Shan Howes; they will endeavour to get back to you the same day. If none of them is available, contact Help Desk to be put through to another member of staff or email [email protected].

mailto:[email protected]



BSc (Hons) Physiotherapy – Practice Based Learning Handbook

PRACTICE BASED LEARNING CHECKLIST

BEFORE THE PLACEMENT

Information - One month before

Check the provisional placement list on UEL plusOnce your placement is confirmed you will receive an email from PMPartnership with contact details for your CE.Check placement information available on the support website (http://support.pmpartnership.org.uk/). The information has been sent by educators and should be updated by them. There is no specific format so that the quality of the information might vary from placement to placement.

Preparation – 2 weeks before

Continue to check your email in case of placement changesComplete the SWOT analysis on the assessment formList any specific needs to discuss with your CE. These could include learning needs or childcare arrangements.Prepare for the placement – revision, background reading, researchCheck whether there is any academic work associated with the module which you could complete on this placement

Contact - 2 weeks before

Collect your stamped assessment form from Student Help DeskContact the placement AT LEAST 2 weeks before the placement starts. NOTE – some placements require earlier contact. Please read the information carefully.Discuss any specific needs with your CEContact your visiting tutor to check availability. The visiting tutor will be listed on the updated placement list on UEL plus

ON THE PLACEMENT

TAKE YOUR CLINICAL PASSPORTTake your stamped assessment formFollow the guidelines in the clinical handbookBe professional; this includes looking things up / researching information

AFTER THE PLACEMENT

Hand in the assessment form within one week of the end of the placement.Complete the on-line feedback form, details will be emailed to you by PMPartnership after placement.Check hand-in dates for academic work and hand in on or before the specified hand-in date

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http://support.pmpartnership.org.uk/


ContentsPRACTICE BASED LEARNING CHECKLIST......................................................................2

Before the placement..............................................................................................................2

On the placement....................................................................................................................2

After the placement................................................................................................................2

OVERVIEW OF THE PROGRAMME.....................................................................................5

Level One Modules................................................................................................................6

LEVEL TWO MODULES...........................................................................................................9

LEVEL THREE MODULES......................................................................................................11

OVERVIEW OF PLACEMENTS...........................................................................................15

PHILOSOPHY OF PRACTICE BASED LEARNING.......................................................15

Learning from practice.........................................................................................................16

Influences on learning..........................................................................................................18

CLINICAL PLACEMENTS....................................................................................................20

Practice Based Learning.......................................................................................................20

Practice Profile.....................................................................................................................20

Information Sheet.................................................................................................................21

Timing of Practice Based Learning Placements..................................................................23

Professional conduct whilst on placement...............................................................................24

Attendance............................................................................................................................24

Resit opportunities...............................................................................................................25

Code Of Conduct..................................................................................................................25

Minimum Standards of Professional Behaviour and Appearance.......................................26

Travel...................................................................................................................................28

Living out.............................................................................................................................28

Visiting Tutor Checklist...........................................................................................................29

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ROLE OF THE VISITING ACADEMIC TUTOR.............................................................29

After the visit........................................................................................................................30

assessment................................................................................................................................31

Assessment form..................................................................................................................31

Academic components.........................................................................................................32

ELECTIVE PLACEMENT (PBL 3a)......................................................................................33

GENERAL INFORMATION FOR ELECTIVE PLACEMENT........................................34

GUIDELINES FOR STUDENTS........................................................................................35

GUIDELINES FOR LETTER OF INTRODUCTION........................................................36

OFFICIAL LETTER FROM CLINICAL coordinator........................................................37

ACCEPTANCE FORM.......................................................................................................39

AIMS and learning outcomes................................................................................................40

ATTENDANCE AND ASSESSMENT FORM..................................................................41

WRITTEN ASSIGNMENT..................................................................................................47

APPENDIX I............................................................................................................................48

tutor visit form......................................................................................................................48

Appendix ii...............................................................................................................................50

Risk of failure forms............................................................................................................50

PRACTICE BASED LEARNING - RISK OF FAILURE FORM..................................51

PRACTICE BASED LEARNING - RISK OF FAILURE REVIEW..............................52

appendix iii...............................................................................................................................53

placement reflection form....................................................................................................53

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OVERVIEW OF THE PROGRAMME

Central to contemporary health care is the philosophy of the patient and their needs being at the centre of all health and social care interactions. Patients are viewed as autonomous individuals and active participants in the relationship. In this model, practitioners aim to empower patients through a collaborative relationship that respects the autonomy, rights and dignity of the person. Within the relationship expert clinical reasoning, strong professional values, virtues and knowledge are available to provide the patient with effective, safe, evidence-based management options.

Reviewing this, we have adopted a structure for our programme that involves:- A model of practice – Biopsychosocial A framework for practice – International Classification of Function (WHO

2001) A Theory of Practice – The Movement Continuum Theory (Cott et al 1995)

Current Department of Health policy places greater emphasis on patient centred practice and argues the benefits of basing care in the patient’s home and social environment rather than in the impersonal setting of the hospital. This, together with the increasing emphasis on self-management, as identified within the National Service Frameworks, means that in the new millennium, newly qualified practitioners working in the primary and community care settings, are more likely to encounter a wide range of problems and are more in need of a broad based approach to practice. In preparing you to meet this changing demand, education must focus on developing your knowledge and awareness of core principles that can be adapted to a patient’s needs.

Effective practice depends upon close integration between theory and practice and within our programme; each level of study contains a period of learning in the practice setting. This utilises the processes of situated learning and professional socialisation, which will facilitate the newly qualified practitioner to move smoothly into employment within the contemporary health and social care environment.

The work of Barrows & Tamblyn (1980) identified that traditional discipline based modes of study did not prepare health professionals to practice within clinical settings. They proposed the Problem Based Learning Approach, which has been taken up by medicine and allied health professions across the world. Later research by Boshuizen & Schmidt (1992) identified, that exposure to clinical cases was the key factor in reorganising the knowledge structures of medical students into more clinically relevant patterns. Our programme takes account of this research by incorporating practice based learning modules at all levels of study. However, we also believe that a practice focus for learning can also be facilitated, by adopting a case based approach throughout the programme. The case based approach is not intended to steer all your thinking towards a few commonly encountered situations, which we believe may have the effect of narrowing students’ thinking. It is intended to provide a practice focus, which will enable you to approach theoretical elements of the programme in a purposeful way. The cases act as 'vehicles' through which transferable skills and knowledge are developed by encouraging you to actively select information relevant to a case under discussion, from all that which is being, and has been, offered. Cases therefore, allow for an integrative approach in which

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often fragmented theoretical aspects become integrated into a structure that is patient focused.

Programme Level Learning Outcomes have been developed in accordance with the Physiotherapy Benchmark Statement (QAA 2001), The Standards of Proficiency for Physiotherapists (HPC 2005), Standards of Conduct, Performance and Ethics (HPC 2005). Using the learning outcomes, a programme of interprofessional and discipline specific modules have been designed to build knowledge and skills required to achieve the learning outcomes through the three years of the programme.

Level specific learning outcomes identify the stages of development that underpin the capabilities of newly qualified health professionals. These have been developed to provide a structured programme that builds core knowledge and skills. The outcomes define the level of achievement expected at each stage and have been developed taking into account the Framework for Qualifications in Higher Education (2001). The discipline specific requirements are incorporated within the learning outcomes of each of the modules.

LEVEL ONE MODULES

The modules comprising level one study are designed to enable you to develop a clear understanding of the fundamental principles and concepts informing practice. The rehabilitation, development or maintenance of a patient’s functional abilities, are core aspects of both physiotherapy and podiatry across the broad spectrum of specialist practice. To effectively engage in such activities, a practitioner depends upon: -

- a sound understanding of the informing biological, physical and behavioural sciences,

- an ability to observe and analyse human movement, - facility in using psychomotor skills,- the knowledge and skills to facilitate physical activity and participation.

The modules comprising level one address each of these areas.

Skills for Academic Learning & Patient Centred Practice and Patient Centred Care & Professionalism (two interprofessional practice modules for physiotherapy and podiatric medicine students)These modules introduce the needs and experiences of patients, to promote the philosophy of patient centred care and an holistic approach as integral aspects of practice. You are therefore exposed to your responsibility to both respect the rights, dignity and autonomy of the patient, to practice within a collaborative team and to adapt your therapeutic management to the patient’s wishes and needs. Integration of behavioural and pathological sciences within the module promotes a biopsychosocial model of practice: it encourages you to consider patients as individuals functioning within society and draws out the interrelationship between biomedical and psychosocial aspects of health and illness.

In what is potentially your first exposure to learning at degree level, it is important that you develop the appropriate approaches and skills in order to learn effectively. The semester A module therefore incorporates your entitlement to UEL’s skills curriculum. The module develops academic study skills using subject specific learning activities across the programme. Within this aspect, the skills required to

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base decisions upon evidence based practice (EBP) are addressed through the development of your abilities to access, review, interpret and report information from a range of sources.

You are also introduced to the context of professional practice and the need to be aware of political and organisational influences on health care. You begin to explore the functions and roles of regulatory and professional bodies together with standards of proficiency and codes of practice. You are made aware of your responsibilities as a member of professional organisations and thus commence the process of professional socialisation as competent, responsible health practitioners. The use of personal development portfolios promote reflective practice and begin to develop skills and attitudes that will support continuing professional development after qualification.

At level 1, the case based approach is co-ordinated through the Patient Centred Practice modules. These modules commence each week’s study with a case based learning session in which you are encouraged to discuss and explore the material covered in that and preceding weeks. Similarities and differences between cases are explored, encouraging you to identify core knowledge and skills from which you are able to select and apply elements to address specific problems. In this respect, the modules fulfil an integrative function reinforcing the philosophy of health as a continuum. The small group sessions also encourage you to develop the critical friendship relationships within learning groups, which will sustain your learning throughout the programmes.

Introduction to Movement Science (an interprofessional practice module for physiotherapy and podiatric medicine students)This module is designed to develop professionally focused knowledge and skills in relation to human movement. The topics covered address the anatomical and physiological concepts informing practice, exploring anatomical structure and function, of the lower limb and trunk and the structure and function of nerve muscle and connective tissues. Practical and seminar sessions are used to develop your abilities to apply theoretical concepts to the living body and develop basic principles of movement analysis with a focus on posture and gait.

By working with each other, you begin to develop practical and professional handling skills and are exposed to a wide variety of individuals. You are actively encouraged to work with different people within the teaching group and to continue group activities in self directed learning.

Clinical Physiotherapy Skills Clinical physiotherapy skills 1 and 2 provide you with core transferable skills required for clinical practice. Evidence-based assessment and treatment techniques of clearly defined and frequently encountered peripheral musculo-skeletal, cardiovascular, respiratory and neurological impairments are covered. There is a strong emphasis on developing effective professional therapeutic handling and communication skills within a safe working environment.

The first semester focuses on developing assessment and treatment skills in patients with impairments of joint and muscle function. The second semester considers assessment of patient activity and participation requiring functional analysis and intervention, and the management of patients with long term conditions.

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For those of you on the full and part-time programme, training in CPR, manual handling and risk assessment are delivered in these modules before the first clinical placement. Students on Situated Learning mode complete these modules within the practice setting.

Skilled Movement and Exercise Science This semester B module builds on earlier work to further develop professionally focused knowledge and skills related to physical activity and skilled movement. The topics covered address the anatomical and physiological concepts informing practice, exploring anatomical structure and function, of the upper limb and neck and the structure and function of central nervous, cardiovascular and respiratory systems. Practical and tutorial sessions are used to develop your abilities to apply theoretical concepts to the living body to extend basic principles of movement analysis with a focus on skilled movement. Concepts and principles of the scientific process are introduced through reading and practical laboratory sessions.

Practice Based LearningOne period of practice based learning is incorporated into the level one programme, which occurs during semester B of the level 1 studies. This enables you to reinforce your growing knowledge and skill base as it develops. Those of you undertaking study by Situated Learning have a continuous experience of practice based learning throughout the year. By using the opportunity to incorporate clinically based assessment tasks, and by providing an opening to both debrief you and share your experiences with your peers, the experience encourages you to develop as reflective practitioners. This element is presented as an integral part of all three concurrent modules, reinforcing in your minds, that learning takes place in both university and practice settings. By locating you within both primary/community care and in-patient settings, you are enabled to explore contextual differences in practice.

In preparation for your role as autonomous practitioners, the practice based learning will allow you to commence decision-making activities. It is well recognised that the ability to initially acquire and process information in order to make a diagnosis or to clearly define the cause of a problem is highly dependent upon a deep well organised knowledge base that is developed through experience. We do not therefore; expect you to function as independent decision-makers at level one. However, where a patient’s problem has been clearly defined, we do expect that you are able to contribute to decision making regarding modalities of management and evaluation of outcomes, against set goals. By participating in such cognitive processes, you will commence developing and restructuring your knowledge base to enable effective decision making of a more complex nature.

The contact hours for this module are incorporated into the three modules that run concurrently. This is intended to reinforce the integrated nature of theory and practice and provide a mechanism for facilitating a reflective approach to practice. However, your performance in practice based learning is assessed using the standard level 1 assessment process on a pass fail basis. This will provide an opportunity for you to experience the process of continuous assessment and familiarise yourself with the criteria for clinical practice. In providing you with an initial opportunity to experience physiotherapy practice the placement will also help to identify those of you who may be unsure of your future in physiotherapy or who may

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be unsuited to the profession. You are therefore required to achieve a pass level before you are permitted to proceed.

During practice based learning modules you develop psychomotor skills through active involvement in both the assessment and treatment of patients. Although you will be involved in observational activities, the emphasis in these modules is that you will spend the majority of your time actively engaged in delivering care to patients within the relevant client groups.

LEVEL TWO MODULES

The level two modules require you to develop and adapt the fundamental concepts and principles of practice within discrete client groups. Within each of the modules, you are encouraged to explore how the concepts and principles are developed through an understanding of more complex aspects of the biological, physical and behavioural sciences. This, together with exploration of the relevant pathophysiology, will enable you to understand how approaches to management are adapted to address specific needs of patients. Further development of psychomotor skills will enable you to extend your specific skills and knowledge.

The principles of evidence based practice are further developed at level two through the exploration and examination of practice guidelines, standards and research literature appropriate to the problems encountered. You are encouraged to extend your ability to access and evaluate evidence from a range of sources, through critical review of research, policy and practice literature. Your ability to construct coherent, informed rationales for your practice and to report your conclusions is developed and assessed in the learning, teaching and assessment strategies used.

Health Professions in Health & Social Care Sectors (an interprofessional practice module for physiotherapy and podiatric medicine students)This module builds upon the concepts of patient centred practice by exploring the management of patients within primary, intermediate and community care settings. You develop your understanding of patients as autonomous individuals participating within the home and social environment. The role of health professionals in the healthcare of specific client groups is explored in relation to the fields such as elder rehabilitation, paediatrics, palliative care, learning disabilities, adult chronic illness, and mental health. The module addresses organisational and professional arrangements for managing access and discharge from health services; outreach services and domiciliary care; intermediate care and/or long term residential care. Through your studies, you will identify the nature of interagency working between health and social care sectors and the impact of social and political policy on healthcare provision.

Cardiopulmonary HealthThis module develops many of the concepts introduced at Level 1. You expand your knowledge of cardiothoracic anatomy. Applied physiology includes management of acid-base abnormalities in medical and surgical patients; exercise assessment, prescription and progression in cardiac, and pulmonary, rehabilitation. The module allows you to explore concepts of fitness and the effects of exercise in people with movement dysfunction (e.g. exercise following myocardial infarction, pulmonary rehabilitation).

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You further develop assessment and management strategies for patients in this clinical area. You are encouraged to justify appropriate physiotherapy intervention whilst recognising the wider implications of cardio-respiratory conditions on the individual and society as a whole. You consolidate and expand your range of clinical skills and apply these in more complex and/or unpredictable contexts. You are encouraged to develop your clinical reasoning ability in order to interpret clinical findings, provide a rationale for treatment choice(s) and be able to evaluate interventions and modifications as appropriate with reference to current literature and evidence based practice

There is also be the opportunity to reflect upon overlap with other areas of clinical physiotherapy practice and inter-professional links regarding health promotion, prevention of disability, treatment and rehabilitation.

Management of Neuromusculoskeletal DysfunctionThis module builds on the basic background knowledge and skills gained from level one. Patient cases will be utilised to demonstrate the application of fundamental neuromusculoskeletal principles. Assessment and treatment skills will focus primarily on spinal presentations, but peripheral examples will provide a starting point. Manual therapy skills introduced in level one will be developed, initially by applying knowledge of peripheral joint biomechanics. The focus will then move onto spinal presentations when you have become familiar with this new area of anatomy. By the end of the module, you will be able to carry out safe, appropriate and effective assessments and treatments of patients presenting with neuromusculoskeletal movement dysfunction. Clinical reasoning will be used to interpret clinical findings, provide a rationale for treatment choice(s) and assist in the evaluation of proposed interventions. Knowledge of common rheumatoid disorders will be applied to patient presentations. An increased emphasis is placed on strategies that can be used to evaluate clinical effectiveness and the application of evidence based, therapeutic intervention.

Control of movement and neurological rehabilitationAt level 2, this module enables you to develop assessment, therapeutic handling skills and critical evaluation within the context of control of movement and neurological rehabilitation. The module builds upon understanding of movement science to develop knowledge and understanding of neuroscience related to motor control, skill and learning and pathology/pathophysiology of the most common neurological conditions. The professional skills required for the assessment and treatment of common neurological conditions are promoted through adoption of a person-centred problem-solving approach that considers the needs and interests of the patient. The module aims to enable you to develop an integrated knowledge of relevant neuroscience, normal movement and movement dysfunction, and professional practice in neurological rehabilitation. In teaching sessions, the evidence base and clinical guidelines for current practice are considered and self- and peer-assessment and appraisal are promoted to develop professional skills, in particular evaluative and communication skills.

Practice based learning 2 (40 credit module)There are three periods of practice based learning within level 2, those undertaking study by Situated Learning have a continuous experience of practice based learning throughout the year. These allow you to consolidate and extend your knowledge in

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authentic practice environments. At this level you are expected to extend your clinical reasoning skills to include diagnostic decision making and problem identification. Initially, these activities are confined to commonly occurring conditions. However, the nature of practice based learning is such that you are exposed to a wide range and complexity of clinical problems and your knowledge base is influenced by your exposure to practice. We expect you to be able to make decisions independently about problems that you have frequently encountered during a placement and to be able to contribute to decision making in less frequently encountered situations. We therefore recognise that the precise nature of learning outcomes achieved by you is affected by your exposure to practice. Acknowledging and valuing this diversity, the assessment strategy incorporates reflective writing that explores the range of your experience and ability to identify and evaluate concepts and principles within specific contexts.

The level 2 employability skills which form part of the university’s skills curriculum are also embedded in this module. To achieve this, you are required to identify the expectations services have for both the role and the personal qualities of newly qualified practitioners. You formulate a personal statement based on these; complete and discuss a mock application form; and speak to qualified staff about your experience of employment within the profession.

During practice based learning modules you develop psychomotor skills through active involvement in both the assessment and treatment of patients. Although you will be involved in observational activities, the emphasis in these modules is that you will spend the majority of your time actively engaged in delivering care to patients within the relevant client groups.

LEVEL THREE MODULES

The modules comprising level 3 are designed to develop your abilities to analyse problem situations that are complex in nature and, through the application of best available evidence, to develop flexible, holistic strategies that can effect change. Situations may be made complex by a number of factors:

illness or trauma involving multiple body systems or multiple pathological processes; psychological, social or environmental factors that may require the collaboration of a

number of health and/or social care services; an environment where the choices available are limited by organisational or resource

issues; the need to consider legal, social and political constraints together with patient’s rights and

beliefs when deciding between alternative choices for action; conflicting, sparse or unavailable evidence.

Research (40 credit interprofessional practice module for physiotherapy and podiatric medicine students)This level 3 double module builds upon and develops your understanding of evidence based practice by encouraging you to consider the nature of research and its relationship to practice. You are also encouraged to explore the process and focus of research from a practice perspective. The module provides an opportunity for you to study a particular topic in depth through engagement in a research based activity. By actively participating in a research activity you will have the opportunity to translate the propositional concepts of taught elements of research into a personal understanding of the research process. Through this research module, you will

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develop your knowledge of research procedures and your ability to analyse and interpret information and to construct, debate and report arguments and ideas. Processes for monitoring and reviewing quality of healthcare delivery are underpinned by research skills studied at this level. The level 3 research skills which form part of the university’s skills curriculum are also embedded in this module

The research activity, which is conducted in groups of three or four students, also provides a forum for you to work collaboratively in a self directed exercise that will develop the team working abilities required for practice within the health and social care environment. Opportunities to share plans and processes in seminars designed to foster an ethos of critical friendship will help to develop an understanding of evidence based practice as a collaborative approach to practice. The Professional Health Sciences team has considerable experience in managing group research projects, a feature of the degree that has been in place for the last five years. Reports from clinical departments have also indicated that this activity promotes good team working skills in new graduates. However, the team are aware that group relationships may be difficult and that contributions to the final paper may not be equal. The supervisory process is used to guide and monitor equity of your effort. As well as submission of a group research paper and presentation, assessment of the modules includes an individual reflective and evaluative account of the research process, which requires you to explore your personal understanding of all aspects of the research process including those related to group working.

The primary goal of this module is to prepare new graduates to enter practice with the ability to consider and use research within your practice. It is also possible however, that you may develop a concept of researching your own practice or an aspiration to engage in formal research. The module therefore incorporates a range of potential research activities that you may select from. These may include activities such as critically appraised topics, constructing a research proposal, evaluating tools used for data collection, audit of clinical information, quality control and quality assurance. The resources available for study and your supervision determine the range of choices available in any one year. Taking into account the variety of options that may be offered, there is flexibility in the required format of the submitted research paper to enable you to conform to the norms of the chosen paradigm. For example, the word counts for quantitative papers and qualitative papers are set to reflect differences in the writing styles and data analysis of these two modes of research.

Integrative Physiotherapy PracticeThis module builds upon the knowledge, skills and experience gained at levels 1 and 2 and promotes the integration of physiotherapy theory and practice to provide a holistic and person centred approach to meet the needs of patients with complex or unpredictable presentations.

Such practice demands a practitioner who can think clearly, apply theory, reflect on practice and continue to develop their own expertise, to this end the Integrated Practice module aims to further develop clinical reasoning skills.

Through inter-professional learning involving clinical reasoning theory and application, you learn to articulate and explain your professional perspective in a multi disciplinary environment.

Management of Long Term Conditions and Employability

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This module consolidates the integration of physiotherapy theory and practice and considers the needs of and service provision for clients with long-term conditions, with reference to guiding health and social policy.

In order to promote the formulation and delivery of plans and strategies to meet the ongoing health and social care needs of this client group the concepts of clinical governance, including audit and other processes to monitor and evaluate the quality of practice.

The importance of continuing professional development and its relationship to maintaining fitness to practice are explored and you are supported to develop professional portfolios that will support your entry into the profession. Interprofessional learning facilitates this process while also providing the essential skills for employment.

Practice Based Learning 3 (40 credit module)There are three periods of practice based learning within the level 3 programme, an elective clinical placement in a location of your choosing, in the summer period between levels 2 and 3 and one block placement occurring in each semester. Those of you undertaking study by Situated Learning have a continuous experience of practice based learning throughout the year; additionally, you have the opportunity to undertake an elective. Whilst this is optional (and increases your clinical hours) you are encouraged to take this opportunity in order to gain a broader view of physiotherapy practice outside your employing NHS Trust. These modules offer you the opportunity to develop your clinical reasoning and practical skills within the clinical environment. You are exposed to more complex cases than previously and you are expected to make clinical decisions and evaluate your practice independently, under the supervision of your clinical educator. You will participate more actively within the multidisciplinary team and with family and carers. You will therefore have the opportunity to further develop your professional interpersonal skills and your ability to work collaboratively with other professionals and the public. By being given some responsibility to manage a group of patients, you will also develop your ability to manage time and to prioritise need and resource allocation. Assessment occurring at level 3 will not only require you to reflect on and evaluate your own practice, but also to examine the functioning of a department or organisation and to evaluate the influence this has on patients’ experience of health and social care.

During practice based learning modules you will develop psychomotor skills through active involvement in both the assessment and treatment of patients. Although you will be involved in observational activities, the emphasis in these modules is that you will spend the majority of your time actively engaged in delivering care to patients within the relevant client groups.

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References

Barrows, H.S. & Tamblyn, R. (1980), Problem Based Learning: An approach to medical education, Springer Publishing Co., New York.

Boshuizen, H.P.A.& Schmidt, H.G.(1992), On the role of biomedical knowledge in clinical reasoning by experts, intermediates and novices, Cognitive Science, Vol. 16, p153-184

Cott, C.A., Finch, E., Gasner, D., Yoshida, K., Thomas, S.G., Verrier, M.C. (1995) The Movement Continuum Theory of Physical Therapy. Physiotherapy Canada, 47 (2), 87 – 95

Department of Health (2005) Creating a Patient Led NHS.

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OVERVIEW OF PLACEMENTS

PHILOSOPHY OF PRACTICE BASED LEARNING

Clinical practice is integrated into the programme and accounts for approximately one-third of the total education programme that leads to your physiotherapy qualification. Practice based learning components take place in a wide variety of settings with clinical education provided by a large number of individual staff. Taking into account the variation in case mix seen and the individual expertise of clinical educators, it is inevitable that the experiences of any two students will not be the same. This means that practice based learning placements are challenging and may at times present you with problems that you have not encountered before. However, because the practice based learning modules give you the opportunity to put into practice the theoretical knowledge you have gained through study in the university setting, you will find that they are often the most rewarding part of your education.

The benefit you gain from practice based learning modules rests largely in your own hands. You are encouraged to realise that your needs will largely be placed after the needs of the patient and of the service. In addition, whilst the majority of clinical educators are willing to help and to facilitate your learning, you must recognise that you cannot rely on clinical educators for all your needs. Within the clinical setting there are many resources that you can use to help your development. It is important that you take an active role in managing your own progress by seeking out information and by making the best use of the facilities and support that are available. Practice based learning provides a valuable opportunity to continue to collaborate with and learn from other students; they develop your professional and collegial skills by learning to give and receive peer support and feedback.

Practice based learning provides an opportunity to integrate theory and practice in an authentic clinical setting.

Practice based learning provides a different experience for each student. Responsibility for learning in the clinical setting rests with you.

Clinical skills may be viewed as those skills that you are called upon to use in the variety of settings that you will be exposed to. Each practice placement, whilst being unique, will involve you in the processes of clinical reasoning, treatment and management of patients’ problems, communication with patients, carers and other professionals, and documentation of your assessment finding and intervention processes.

Professional socialisation is concerned with the development of behaviours and standards of practice essential to the professional role (refer to CSP Rules of Professional Conduct and Core Standards). Inter-personal skill development will be essential in enabling you to adopt the attitudes and behaviours of a practising physiotherapist. This will include participation in inter-professional and multi-agency approaches to health and social care.

Learning how to learn is dependent upon the skill of reflection. Developing this skill will enable you to go on learning, that is, to become a lifelong learner, which is so necessary in today's climate of rapid change and development.

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LEARNING FROM PRACTICE

Practice based learning provides you with the opportunity to encounter the complex environment of clinical practice which will stimulate your development. Within this setting you will also learn how to accept and cope with the responsibility that is the necessary accompaniment to autonomous practice.

The practice situation will provide you with an opportunity to work closely with a variety of patients and staff and to experience what it is really like to plan and implement physiotherapy. Clinical practice puts you in a context where you can develop attitudes and interpersonal skills essential for professional practice (Alsop and Ryan 1996). In addition, clinical reasoning is enhanced in real life situations where much of the student activity involves problem solving (Higgs and Edward 1999).

In order to gain a balance of experience you will have placements in a number of clinical settings. Some of the knowledge and skills you gain will be specific to particular settings. Other skills and knowledge will be generalisable across all practice settings.

Clinical practice is in essence experiential learning and Kolb's (1984) learning cycle (Figure 2) offers guidance on the process of such learning.

Figure 2. Kolb’s Learning Cycle (1984)

Following your (concrete) experience you should note what happened and how you felt about it. This observing and reflecting on your performance (reflective observation) will enable you to understand it better. You will start to link it perhaps with some knowledge that you already have or your thinking might suggest to you some avenues that you need to pursue in order to make sense of the experience (abstract conceptualisation). You now need to test your new understanding in different situations and plan what you will do the next time you see your patient or other patients (active experimentation). This takes you into an experience once more, and on into the cycle again.

Concrete experience

Reflective observation

Abstract conceptualisation

Active experimentation

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Gibbs (1988) suggested that it is not sufficient just to have the experience, since it may be quickly forgotten if you do not reflect upon it (Figure 2).

It will be important to follow up your learning by completing reflective writing exercises. An example of this will be introduced after your first placement.

Figure 3 Reflective cycle (Gibbs 1988, cited in Johns 2000)

DescriptionWhat happened?

FeelingsWhat were you thinking

and feeling?

EvaluationWhat was good and bad

about the experience?

AnalysisWhat sense can you make of the situation?

ConclusionWhat else could you

have done?

Action PlanIf it arose again, what

would you do?

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INFLUENCES ON LEARNING

Boud and Walker (1991) believe that effective learning will not take place unless you reflect. To do this you have to consider a particular moment or event, ponder over it, go back through it and only then will you gain new insights into different aspects of that situation.

Higgs and Jones (2000) stated that experience alone is rarely a sufficient teacher. They suggested that, in addition to reflection, critical appraisal is necessary to make sense of the experience and learn effectively from it.

Schon (1983; 1987) suggested that there is a body of knowledge or ‘knowing-in-action’, which can only be acquired through, practice itself. He believes that reflection and reasoning are inextricably linked and that the process starts with individual actions or events set in the larger context of therapy. The ability to understand and to know what you are doing in any situation, coupled with an ability to reflect on this knowing, should enable you to become a reflector in action. As you progress through an area of clinical experience, you gradually see the larger picture of practice, but only within that particular setting. Once this larger picture develops you should be able to reflect on a similar area of practice in other settings and to reflect on interventions overall.

The student - in general, you will have covered at least the basic principles of treatment for and you will have been introduced to some of the necessary practice skills. On placement you will learn to apply these to the particular patient group that you are working with. It is important that you prepare for the placement. We expect you to revise what has been covered in the university and to do any pre-reading that has been suggested by your clinical educator. Formal learning structures - you will need to refer to the learning outcomes (for the level of placement) and any learning outcomes suggested by your clinical educator. You will use these, together with your own ideas of what you want to learn, to negotiate your learning contract with your clinical educator.

Opportunities for learning - these will be dependent on what is available at the time. Contact with patients will enable you to refine and/or modify your clinical skills and you may be shown additional skills by your clinical educator. Patients will present with a variety of problems and combinations of problems that will be new to you. You will thus find that not only will your existing knowledge take on new meaning, but it will be extended by the opportunities which are presented to you. Therefore, the theory learnt in university will not only direct your practice but your practice will increase your theoretical knowledge. We expect you to read and research knowledge during the placement.The learning climate - is dependent on the individuals concerned; i.e. yourself, your clinical educator and your patients. It is quite likely that you will feel nervous or apprehensive at first, but as you get to know your clinical educator and other colleagues, you will be able to relax and concentrate more on your learning. Ideally, a climate of mutual trust and collaboration will develop in which the facilitation of your learning is a central theme. Within the facilitation process it is important that you take responsibility for your own learning.

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References Alsop, A. and Ryan, S. (1996). Making the Most of Fieldwork Education. Chapman & Hall.

Boud, D. and Walker, D. (1991). In the midst of experience: developing a model to aid learners and facilitators. Paper presented at the national Conference on Experiential Learning University of Surrey, 16-18 July 1991.

Chartered Society of Physiotherapy. Rules of Professional Conduct.

Chartered Society of Physiotherapy (2006). Core Standards.

Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. FE, London.

Higgs, J. and Jones, M. (eds) (2000). Clinical Reasoning in the Health Professions 2nd

Edn. Butterworth Heinemann.

Higgs, J. and Edward, H. (eds) (1999). Educating Beginning Practitioners. Butterworth Heinemann.

Johns, C. (2000). Becoming a reflective practitioner. Blackwell Science, Oxford.

Kolb, D.N.A. (1984). Experiential Learning. Experience as the Source of Learning and Development. Prentice-Hall Inc., New Jersey.

Schon, D.A. (1983). The Reflective Practitioner - How Professionals Think in Action. Temple Smith, London.

Schon, D.A. (1987). Educating the Reflective Practitioner. SF & Jossey-Bass Ltd., Oxford.

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CLINICAL PLACEMENTS

PRACTICE BASED LEARNING

Practice based learning is a fundamental element of the programme for you. We believe that practice based learning and learning based within the university setting are reciprocal and complementary. Practice experience leads to a deeper, more clinically structured understanding of concepts covered in taught sessions in the university. Similarly, concepts covered in taught sessions enhance your understanding of practice and facilitates your ability to reflect on and evaluate practice experiences. The programme team thus believes that experience of practice with patients in a real practice environment fulfils several important functions:

sustaining your motivation through a challenging programme of study; enhancing your understanding of variations in clinical presentation; developing your ability to identify and use concepts within your practice; formulating knowledge structures that will sustain your clinical practice; establishing an interrelationship between theory and practice in which theory

informs and is developed through practice; learning appropriate professional behaviour through professional socialisation.

Level Placements Weeks Hours1 1 x 4 weeks 4 weeks 1202 3 x 5 weeks 15 weeks 4503 Elective 150 hours +

2 x 5 weeks 15 weeks 450Total 1020 hours

PRACTICE PROFILE

All practice based placements, excluding your elective, will be arranged by the Clinical Coordinator. Placements for all London HEIs are co-ordinated through the Placement Management Partnership. In order to facilitate this process it is necessary for details of all students on the programme to be held on their database.Your profile of practice based learning will be monitored on a continual basis and placements arranged to ensure that you will have adequate exposure to key areas of practice within a range of settings such as:

patients with problems related to cardiovascular & respiratory function patients with problems related to musculoskeletal function patients with problems related to neurological function patients requiring rehabilitation late in life patients located in a variety of healthcare / community settings

This profile does NOT require all students to cover the same ‘core’ placements. For example, you may gain your experience of dealing with patients with respiratory problems on a traditional medical ward, in the community, whilst working on orthopaedics, or in an elderly care setting.

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INFORMATION SHEET

About the Project

The Placement Management Partnership is a joint venture between 10 participating universities, in which student placements for 7 AHP disciplines are managed. Placements will be organised centrally via a new online system, where students on NHSL contracted programmes in AHP will be matched to placement offers. The new system was launched in February 2011 and is now being used to manage placement requests, placement offers & student allocation.

User Details

All students undertaking an AHP discipline programme, covered by the PMP, will receive a username and password to access their placement details online. You will receive the following emails:

Welcome Email – an email to explain the PMP system and provide you with your username.

Password Email – a second email confirming your password.

Can I change my password?

Unfortunately, at present there is no way to change your password to a more memorable one. However, if you forget your password, please contact the PMP Team and they can reset it on your behalf.

Training NotesThe PMP team have created some training notes to help you get started with the PMP and show you how to view your placements. These are available on our support website at: http://support.pmpartnership.org.uk/.

University & Provider Information

The PMP Team are collecting university clinical information (e.g. handbooks), together with information about placement providers. These are available on our support website at:

http://support.pmpartnership.org.uk

Please note; we are still collecting this information therefore if you can’t find what you need please contact us or your HEI representative. In addition, these areas within the support site are password protected; please contact your HEI representative to access this information.

Using the System

All student placements will be allocated via the new system and viewable via your own user account. The system can be accessed at:

https://www.pmpartnership.org.uk/

Placement Confirmation Email

Once your HEI has allocated you a placement, the system will issue you an email confirming your placement details, the same information is also available on the system. Viewing PlacementsAll your placements are visible on the dashboard screen or by clicking on the ‘placement tab’. To view further details (e.g. dates, locations and main contact), click on the ‘placement ref’ link.

Student Attendance

Attendance on placements can be monitored via the system, depending on your HEI’s requirements, you may be asked to complete your own attendance during your placement(s). Once the placement has started you can update the information daily, weekly or once at the end. Attendance can be accessed from the ‘placements’ tab. You will see against all active placements, click on this icon to update the information. Standard hours are stated at the top, update each box with your actual attendance, saving the information as you go.

Student Questionnaire

All students will be asked to complete a questionnaire at the end of their placement to provide universities with feedback. On completion of your placement, you will receive a system generated email confirming you have a questionnaire ready to complete, this will be viewable via the ‘Questionnaire’ tab.

Please work your way through the questions answering them as accurately as possible and click ‘next’ to move to the next question. Please note; ‘next’ will also save the answer as you go along and the system will remember where you are if you navigate away from the page.

The placement details relating to the questionnaire will appear

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https://www.pmpartnership.org.uk/




down the right hand side.

Who’s Involved

The following universities are taking part in this venture:

Brunel University Canterbury Christ Church University City University King’s College London Kingston University & St George’s University London London South Bank University Oxford Brookes University University College London University of East London University of Hertfordshire

With the following disciplines involved:

Occupational Therapy

Operating Department Practice

Physiotherapy

Podiatry

Diagnostic Radiography

Therapeutic Radiography

Speech & Language Therapy

Service Provider

Tribal have been appointed as the service provider for the new venture.

Their role within the project is to design and build a centralised system in order to manage and organise student placements.

In addition, there will be a dedicated team working alongside the HEIs to identify student placements and fulfil shortfalls where needed. The team will also provide a support service to all

What are the benefits?

For Students:

Ensure students experience the requisite number and sufficiently varied placements to achieve their qualification.

Ensure students’ programmes do not experience delays due to inability to source sufficient placements in a timely manner.

Ensure students are provided with the right quality of placement.

Through more efficient use of placement available in London, ensure students are able to obtain placements with London rather than having to take placements outside London.

Enable students to view their placement information online. Reduce stress for students through not knowing placement

details until shortly before the commencement date.

For Universities (HEIs):

Maximise the use of placements through sharing of information.

Reduce competition for placements. Create a comprehensive database of placements, enabling

HEIs to plan in advance and better allocate students. Allow specific requests for location and specialities to be

accommodated. Provide a single point of contact for all. Facilitate the distribution of feedback to providers and HEIs.

Support Team

A dedicated support team have been established to ensure every user has support available to them whilst using the new system. The team can be contacted directly on 0844 811 5037 or alternatively via email at [email protected].

The team consists of:

Shelley Wilson, PMP Team Supervisor Ann Butler, PMP Consultant Sarah Langton, PMP Consultant Charlotte Hodgkinson, PMP Consultant Rachael Parkes, PMP Assistant

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users of the system.

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TIMING OF PRACTICE BASED LEARNING PLACEMENTS

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PROFESSIONAL CONDUCT WHILST ON PLACEMENT

ATTENDANCE

Hours of work

Practice based learning placements are full-time. You should work at least 150 hours over each five-week placement, this equates to 30 hours per week. We recommend that you aim for 32 hours per week to allow for Bank Holidays or sickness.

You may be offered a half-day off in some settings but this is not guaranteed. If you have any particular requests for time off you should discuss these with the clinical educator in advance of the placement, bearing in mind that your requests might not be able to be met. Departments start work at different times, with some now operating 12 hour shifts and 7 day working; you will need to agree specific starting and finishing times and days with your clinical educator. You will be expected to arrive punctually on all days of attendance, this means you should be on site ready to work 5 minutes before your start time. You must make contact with the clinical educator prior to the placement, at least two weeks in advance, to check out any practical details and discuss any specific needs

Sickness

If you are absent whilst on clinical placement, you must inform your clinical educator before the starting time (so that they can arrange cover of your patients), and the HelpDesk at UEL. Ensure that you are given information as to the best / preferred way to contact your educator during your induction to the placement. If you know when you will be fit to return to placement, you should inform the site. If the date of your return is not known, you must telephone the clinical placement before the start of work on every day that you are absent.

If you are absent from a clinical placement for more than 20% of the period (i.e. 30 hours for a 5 week placement), this will be counted as a non-submission and the mark recorded as 0. You will be required to retake the whole placement at a later date, at second oportunity. Practice Based Learning Placements are assessed components of the clinical module. As such they adhere to the same university regulations as any other assessed piece of work. If you are unable to attend or complete a clinical placement for any reason whatsoever the mark you receive when you repeat the placement will be capped unless extenuation is approved. It is your responsibility to check university regulations with reference to extenuating circumstances.Whilst on clinical placement, poor attendance without explanation is regarded as unprofessional behaviour and you will receive a written warning and risk failing the placement if this behaviour continues.

You are only permitted to go on clinical placement if you are fit to do so. Should you be deemed unfit for any reason you will be offered an opportunity to undertake the placement at a later date. The University reserve the right to ask for a medical report of fitness prior to the commencement of any clinical placement.

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RESIT OPPORTUNITIES

1. Professional regulations require that at 2nd and 4th opportunities a student may only repeat one practice placement.

2. Students failing more than one practice placement will go straight to 3rd

opportunity and retake all module components of assessment.

3. Students with any exams to complete in the retake period may not be allowed to complete a summer placement.

CODE OF CONDUCT

Students will prepare for the placement by:

Reading the learning outcomes and any information that is made available regarding the placement

Reviewing all relevant course material and essential preparatory work

On placement, students will:

Fulfil all attendance requirements, be punctual and dress in a professional manner

Ensure that they have been given information regarding how to contact the department, for example if sick

Fulfil all legal and ethical requirements, observe heath and safety and other regulations and conform to local policies and procedures

Maintain patient confidentiality at all times

Introduce themselves to patients, carers and staff as a student physiotherapist

Stop and check with their clinical educator if they are unsure about any aspect of their practice

Refer all patient complaints (however minor) and some patient questions (particularly those concerning prognosis) to their clinical educator

Consult their clinical educator before and after each new assessment, and discuss their findings and plans for treatment. Inform their clinical educator of all changes in their patients' condition

Initiate discussion with their clinical educator: if they feel that they are being given too much or too little responsibility if they feel that their workload is too little or too great prior to the discharge of each patient when patient care is being handed over to another person before patient care is discussed with another member of the multidisciplinary

team

Show their clinical educator all written communication before it is sent or given to patients/carers

Discuss with their clinical educator any referrals given directly to them from non- physiotherapy staff before the patient is assessed or treated

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Refuse to undertake any procedure for which they have not been trained (eg patient transfer) if asked by non-physiotherapy staff. If asked by non-physiotherapy staff to participate in a procedure for which they have been trained, then they will establish that they are ‘not qualified’ and therefore must not take charge

Contact their clinical educator before they leave at the end of each day

Contact UEL staff in the event of any difficulties that cannot be reconciled locally

Discuss halfway and end of placement assessments with the clinical educator

MINIMUM STANDARDS OF PROFESSIONAL BEHAVIOUR AND APPEARANCE

In order to show you are fully aware of your responsibilities as a professional student clinician it is essential that your appearance demonstrates respect for the public, your profession and colleagues, your University and yourself. It is therefore essential that you note the requirements below. These represent the minimum standards expected of ALL students and may be supplemented by additional requirements of the placement.

This document has been produced in order to: make the requirements of professional appearance explicit adhere to Health and Safety Standards ensure consistency between all UEL physiotherapy students avoid any embarrassment or confusion

You MUST ALWAYS observe the following requirements:Personal hygiene When working closely with patients personal hygiene is critical. Avoid having offensive breath - use a breath spray if necessary. Avoid having strong body odour. Hospitals can be extremely warm, the work is

physical and you may be nervous; perspiration can be a very real issue.

Make-up, perfume and after-shave Discrete and minimal. Strong perfumes are often intolerable for patients and

sometimes for colleagues.

Jewellery No neck chains or bracelets No drop earrings - only 1 pair of plain ear studs No visible body piercing studs to be worn-including tongue, nose and eyebrow

studs No rings except 1 plain band Remove your wristwatch when working with patients

Hair Must be up and off collar and tidy at all times. It will be tied back for both men and

women – that includes the fringe, sides and back. Carry a comb if necessary. Facial hair – clean shaven or full beard – preferably no designer stubble.

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Hands and Nails Hands must always be clean. Regular hand-washing is essential between every patient in hospital. In addition

some placements will issue a small container of antiseptic hand gel for you to carry with you.

If necessary stop nail-biting! Use hand-cream as necessary to avoid rough hands. Take steps to ensure

paint/grime from weekend/evening activity is removed. Nails must be short and not able to be seen from the palm side of the hand; no

nail-varnish.

Uniform Two tunics and trousers are provided from UEL for all practical examinations and

for all clinical placements. Some placements may require you to wear polo shirts rather than tunics and some will be non-uniform. You will need to confirm the placement uniform requirements with your clinical educator.

Whatever you wear must always be clean and ironed. If you wish to wear something underneath the top, it must be plain white, and not

visible. Women – the colour of bras/camisoles should not be visible through the uniform.

Wearing uniform or not, the professional dress code is always -Wear nothing you can see ‘up’, ‘down’ or ‘through’!

Shoes Flat, covered, no sandals, colour as directed by placement, clean and presentable

as well as supportive. You will be on your feet a lot!

ID Badges Your UEL clinical ID badge or Photo ID must be available at all times.

Mobile Phones: These should be turned off and left in your locker. Unless there are exceptional

circumstances (which must be discussed with your Clinical Educator), the time to use your mobile is at lunch or after work; in your own time. If you have agreed with your CE that you can carry your phone with you due to an emergency, it should be on silent and you should only check it between patients

Chewing gum: none

NB: Students should always adhere fully to these requirements in addition to any requirements set down in local policies. This applies regardless of what you notice other staff or students doing.

At the end of the placement students will hand in the completed assessment form to the Student Help Desk at UEL. Failure to hand in on time will result in a zero mark being recorded.

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TRAVEL

Placements take place anywhere across the SE of England and you are expected to travel to and from placement each day, unless the journey would take more than 2 hours in each direction. If public transport is unavailable or unsuitable for the placement, you may use your own motor vehicle. However you must get authority from the clinical coordinator for this, in advance of your placement. You will also need to ensure you have business cover on your insurance. Your insurance certificate must be shown to the clinical coordinator prior to approval being granted and must be submitted with any claim.

If you receive a Bursary, then you can claim back the cost of journeys between your term-time residence and a clinical placement. Note – only excess costs will be reimbursed, so your normal daily travel costs from your term-time residence to UEL will be deducted from any claim.

Travel claim forms can be collected from the Student Help Desk. Travel forms, together with receipts and bursary notification, should be completed at the end of the placement and handed in at the Student Help Desk. Those who do not receive a Bursary are not eligible to claim travel costs. If in doubt speak to HelpDesk.

LIVING OUT

Some placements are too far to travel on a daily basis. You will be expected to live-out for these placements.

If you receive a Bursary, then you can claim back the cost of additional accommodation if:

You continue to pay for the accommodation you use during term-time; AND You pay for the accommodation you use while on clinical placement.

You may then claim the additional accommodation costs. You may also claim the cost of up to one weekly return journey between UEL and your placement address. (If you choose to travel to a live-out placement on a daily basis, you will be reimbursed whichever is the cheapest option.)

in some cases accommodation can be booked and paid for in advance by UEL. This must be arranged through HelpDesk.

Claims for accommodation are made on the travel claim forms that can be collected from the Student Help Desk. Accommodation forms, together with receipts and a copy of your bursary notification, should be completed at the end of the placement and handed in at the Student help Desk. If in doubt speak to HelpDesk.

Any requests for accommodation must be agreed in advance of the placement by email to Jo Brook.

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VISITING TUTOR CHECKLIST

ROLE OF THE VISITING ACADEMIC TUTOR

Academic staff are assigned to individual (regular) clinical sites and are responsible for monitoring and promoting the educational experience offered. The following checklist has been given to all academic staff to guide the discussion when they visit you on placement.

NOTE – it is the student’s responsibility to email the visiting tutor prior to placement to check when the tutor is free to visit and to then arrange the visit with the clinical educator and inform the visiting tutor.

Before the placement

Check placement list on UEL Plus to ensure you know who you have to visit.Identify times around the mid-way point of the placement when you could visit the students. Reply to the student’s email detailing when you are free to visit.Contact the clinical coordinator if you will have problems fitting in all your visits. NOTE – Mary has no regular visits so may be able to assist, otherwise the clinical coordinator will be able to identify staff who only have a few visits who you can approach for help.

By the end of week 1

Book the visit in your diary.Email the clinical coordinator with date/time of your visits. NOTE – to enable us to share good practice your visits may be observered.Observed visits can be used for peer supervision. If you would like your visit observed please contact the clinical coordinator.

On the visit

Make time to see the student and CE separately, in whichever order you prefer. If any issues are raised you will also need a 3-way meeting at the end to set targets and complete risk of failure form if required.Record discussion on the tutor visit form, attached. Ideally this will be completed at the timeCopy of visit form given to the student and CE, either a photocopy at the time or an email after the visit.

Discussion with CE

Ask about:the student’s relationship with patients and MDT how they respond to feedbackhow the student is performing. if the half-way assessment has already been done then this should inform the discussionif not ask about key areas such as handling and clinical reasoning.

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If any concerns are raised by the CE then ask:have these been discussed with the student?what strategies have been implemented?is the student at risk of failure?

Discussion with student

Ask about:the placement experiencerelationship with CEgeneral issues such as travel or academic concernswhat they are learning, and ask them to be specific and give examples.

If any concerns are raised by the student then ask:have you discussed these with your CE?what could you do to improve the situation?do you want me to raise this with your CE?

3-way discussion (if required)

Tutor facilitated discussion of any concerns.Ensure that:both the student and CE have understood the issues and agreed on targets.a clear action plan is drawn up by the student to address concerns.the action plan should include strategies for meeting the agreed targets.a date is set to review the action plan.

AFTER THE VISIT

Copy the tutor visit form and give copies to CE, student and clinical coordinator. If completing electronically, email to clinical coordinator, CE and student.Inform the clinical coordinator of any issues, particularly any student at risk of failure, and any subsequent visits you have planned.

Where there are difficulties that indicate that the student might fail the placement a "Risk of Failure" report form (page 34) should be filled in by the visiting academic tutor and signed by all parties. This will ensure full discussion of difficulties and suggested strategies between all parties. A follow up “review” discussion will be necessary, at which time the “Risk of Failure Review” should be completed and signed by all parties.

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ASSESSMENT

Practice Based Learning is assessed by a combination of your performance on placement and academic components.

The regulations for assessment of practice based learning are the same as for any other piece of assessed work. If you are not sure what the regulations are refer to the Assessment Policy on the UEL website.

ASSESSMENT FORM

Whilst on placement, your clinical practice will be assessed by your clinical educator, using the standardised assessment form. All universities in SE England use the same formal assessment forms for Level 1, Level 2 and Level 3. The forms were developed collaboratively with staff from the universities and clinical educators. Learning outcomes and assessment criteria are in line with Health Professions Council and CSP standards, and the Knowledge and Skills Framework.

You must collect the required assessment form from HelpDesk prior to the placement. The form will be stamped with a blue UEL School of Health and BioScience stamp. If you lose your form you must apply to Jo Brook or your visiting tutor for a new one, explaining the circumstances of the loss.

Each level of placement has a different assessment form – Yellow for level 1, Blue for level 2, and Pink for level 3

Although all 3 forms contain the same sections, these are weighted differently at different levels. Your overall placement mark will, therefore, be calculated by UEL after the placement.

You MUST pass all placements at one level before you will be allowed to commence placements at the next level.

Copies of the assessment forms can be downloaded from the module guides on UEL plus. These forms are for information only and MUST NOT be used for formal assessment on the placement. However, you could use them to draft your learning contract and mark yourself prior to your half-way and final assessment.

Completed forms must be handed in on or before the hand-in date published on UEL Direct. This is the student's responsibility.

Remember that forms without an official stamp will not be accepted by staff on Student Help Desk.

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ACADEMIC COMPONENTS

The level 1 placement is assessed on a pass/fail basis. For both levels 2 and 3, there are also academic components to complete. Full information on these can be found in the module guides on UEL plus.

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ELECTIVE PLACEMENT (PBL 3A)

This section contains advice, guidance, standard letters and the assessment form for the elective placement. It is also available electronically on UEL plus, or by emailing the clinical coordinator

General information for elective placement

Guidelines for students

Guidelines for letter of introduction

Letter from the Clinical Manager

Acceptance Form

Learning Outcomes

Attendance and Assessment Form

Written Assignment

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GENERAL INFORMATION FOR ELECTIVE PLACEMENT

Definition: a practice based learning placement offering experience which is of particular interest to you, the student.

Student group: Year 3

Timing: any time from the end of semester B in year 2 to commencement of the next academic year. N.B students MUST be available for the reassessment period. This means within 3 hours travel time of Stratford Campus. If you are unable to complete your elective placement at this time then your first L3 placement, whenever it is undertaken, will be classed as your elective for the purposes of assessment.

Length of placement: 150 clinical hours.

Venue: this may be drawn from a variety of settings either at home or abroad. NOTE – you may not go anywhere the British Foreign Office (and your own government, if not a British citizen) currently advises against all travel to or advises essential travel only. Please check http://www.fco.gov.uk/en/travel-and-living-abroad/travel-advice-by-country/ when planning your elective.

Experience: as with all other placements, the expectation is that you will spend the majority of your time treating patients and gaining hands-on practical experience. The clinical area chosen contributes to your practice based learning profile. It is important that an area of experience is identified before the start of the elective placement. Ideally the entire placement should be spent in one area. Split placements are sometimes possible, please discuss this with the clinical coordinator to determine whether it will provide sufficient continuity to enable progress.

Organisation: Within the PMPartnership area students can choose from the placements that have been offered. There is no negotiation of starting date if this route is preferred. For placements outside of the this area or for other start dates it is the responsibility of the student to organise the placement making the initial contact, liaising with University staff to ensure that the placement is appropriate, and obtaining the necessary professional liability insurance cover, if required. Contact must be made with a qualified physiotherapist and written acceptance obtained. The arrangements should be finalised (i.e. a completed acceptance form should have been received by the Clinical Manager) at least one month prior to the start date. Final agreement to the proposed elective placement rests with the Clinical manager and the Programme Leader

The student will be responsible for identifying specific goals to be achieved during the elective placement.

At the end of the placement, an Attendance and Assessment Form should be completed and returned to Student Help Desk at the University. If the placement is in SE England the usual pink L3 assessment form should be used. Only use the short form, attached, for placements outside this area.

Assessment: this will involve the clinical educator assessing the student on a pass/fail basis. In addition the student will submit a written assignment (2000 words) which will be marked by University staff. A mark will be given out of 100; the pass mark is 40%. If the student fails the elective placement s/he will be required to undertake a further period of practice based learning.

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http://www.fco.gov.uk/en/travel-and-living-abroad/travel-advice-by-country/

http://www.fco.gov.uk/en/travel-and-living-abroad/travel-advice-by-country/


GUIDELINES FOR STUDENTS.

These guidelines will assist you in the process of planning your elective placement. Before doing so, you should refer to the “General Information” above. You may also find it helpful to access any literature on elective placements that is available from the Chartered Society of Physiotherapy. If you are planning a placement overseas you should start at least eight months in advance and should take the following sequence:-

Discuss with the Clinical Manager the proposed area/location of the placement. It will be necessary to identify how the proposed experience fits into your overall clinical profile.

1. Make contact with the appropriate Head of Physiotherapy Services or a relevant organization such as:

Projects Abroad (http://www.projects-abroad.co.uk/volunteer-projects/medicine-and-healthcare/electives/)

Work the World (http://www.worktheworld.co.uk/physiotherapy-electives)

Global Medical Projects (http://www.globalmedicalprojects.co.uk/physiotherapy/index.htm).

2. If you are contacting a physiotherapy department then should read the “Guidelines for Letter of Introduction” below.

3. Once you have been accepted send:a) Letter of explanation from the clinical coordinator (below). Make sure the letter

is completed where appropriate and signed.b) Acceptance Form.c) Attendance and Assessment form.

4. Obtain the necessary insurance cover:-Professional Liability Insurance cover through CSP student membership is usually enough for electives in most countries (if required CSP will give you a letter outlining cover). You must obtain your own professional liability cover for electives in Canada, USA, South Africa, Australia and New Zealand. Information can be obtained from CSP.

Personal Accident and Travel Insurance are essential if you are doing an elective abroad.

There is no funding from the University for an elective placement but you may be able to obtain financial support from a variety of sources (CSP may have information of funding sources). Scholarships are sometimes advertised in “Physiotherapy”.

At the beginning of your placement, you should discuss with your clinical educator your specific learning goals and complete the learning contract.

At the end of the placement you should discuss with your clinical educator the extent to which your goals have been met and the level of competence achieved. The clinical educator should complete the Attendance and Assessment Form and you are responsible for returning it to the university.

You will need to submit a written report (2000 words) of your experiences on your return to university. This written report will constitute the marked assessment for the placement.

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http://www.globalmedicalprojects.co.uk/physiotherapy/index.htm

http://www.worktheworld.co.uk/physiotherapy-electives

http://www.projects-abroad.co.uk/volunteer-projects/medicine-and-healthcare/electives/

http://www.projects-abroad.co.uk/volunteer-projects/medicine-and-healthcare/electives/


GUIDELINES FOR LETTER OF INTRODUCTION

You should start planning your elective placement at least 8 months in advance and your initial contact should be made with the Head of Physiotherapy Services. Depending on your circumstances you may be able to contact the appropriate person informally in the first instance, but your formal letter of introduction should include:-

1. Personal details - Name, age

2. Professional details - type of course you are attending, stage at which you are now, brief summary of theoretical subjects and skills covered before the proposed elective, practice based experience to date, expected practice based experience before the proposed elective.

3. Justification - indicate your particular areas(s) of interest and proposed choice; what you are hoping to achieve.

The above information could be sent in the form of a C.V.

4. If you are requiring accommodation, you will need to ask for information regarding this.

5. It may also be helpful to ask for the name and telephone number of a person with whom you could make personal contact, in order to organise the details of your placement

6. Some reference to the letter from the Clinical Manager that will be sent AFTER you have been offered a placement (a copy is on the following page).

7. Some acknowledgment of the Manager’s time and energy in dealing with your request.

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OFFICIAL LETTER FROM CLINICAL COORDINATOR

- to be sent off after offer confirmed

Please ensure you complete the blank sections before sending.

Dear

ACCREDITED ELECTIVE PRACTICE BASED LEARNING PLACEMENT

I understand that , a student on our BSc (Hons) Physiotherapy Course, is interested in gaining some physiotherapy experience in your District/ Department/Unit and before you decide whether to pursue this matter it may be helpful to have some further information.

Elective practice based learning placements are seen as beneficial in as much as the student chooses a particular area of interest or location and is responsible for the organisation and the implementation of specific learning objectives as well as assessing the outcome. We see this degree of autonomy as a forward step in the personal and professional development of the student.

The following points should give you some insight into the educational level of the student as well as showing you how we anticipate such a placement working.

1. The student will have completed 2 years of a 3 year Honours degree course in Physiotherapy and is required to complete a further period of clinical experience during the summer, amounting to 150 hours.

2. A substantial amount of the academic content of the course will have been covered in addition to 19 weeks (570 hours) of practice based experience.

3. The student should be responsible to a qualified physiotherapist who agrees to accept the role of clinical educator. This will entail:

a) initial discussion to identify the student’s level of expertise and expectations of the proposed experience. The student should identify his/her specific learning objectives, and this can be done in the form of a learning contract with which the student is already familiar.

b) allowing the student to assess, treat and evaluate with appropriate guidance.

c) providing opportunities for the student to liaise with other members of the team thereby gaining insight into the role of physiotherapy in a particular context.

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d) providing opportunities for the student to observe aspects of physiotherapy practice that may be totally new to them.

e) discussion with the student at the end of the placement to ascertain the degree to which the specific learning objectives were met. Some indication should also be given about the level of competence that the student achieved. This discussion is important in that it will enable the student to critically review their experiences. A brief written assessment of the student’s performance is required (see enclosed Attendance and Assessment Form).

4. Student members of the Chartered Society of Physiotherapy (CSP) will be covered by insurance under the Professional Liability Insurance Policy of the CSP. If additional professional liability insurance is necessary it is the responsibility of the student to purchase this and to provide proof of such insurance cover.

5. The student will be expected to present his/her learning experiences in a written report. This will necessitate the student keeping some form of written evidence about the work experience, but all information recorded will be treated in the strictest confidence.

If you agree to accept for such a placement and can provide a suitable clinical educator will you please pass the enclosed Acceptance Form to the clinical educator for completion? The completed form should be returned to me.

If there is any other information you require before making a decision on this matter, please do not hesitate to contact me.

Yours sincerely

Josephine Brook

Clinical Coordinator

Telephone: 020 8223 7241

Fax: 020 8223 4965

Email: [email protected]

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BSc (HONS) PHYSIOTHERAPY

UNIVERSITY OF EAST LONDON

ACCREDITED ELECTIVE PRACTICE BASED LEARNING PLACEMENT

ACCEPTANCE FORM

I agree to supervise (student) for a period of clinical practice based at the following hospital/unit.

HOSPITAL and SPECIALITY;

ADDRESS:

TELEPHONE NUMBER:

DURATION OF PLACEMENT: From (date)

To (date)

SIGNED: (Physiotherapist)

NAME:

(Please print)

POSITION HELD:

PLEASE RETURN TO: Jo Brook

Clinical Coordinator (Physiotherapy)

School of Health, Sport and Bioscience

University of East London

The Green

LONDON E15 4LZ

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AIMS AND LEARNING OUTCOMES

AIMSTo allow he student to experience physiotherapy practice in an area of his/her choice and in a different healthcare system if desired.

To encourage the student to accept a greater degree of responsibility for his/her own learning and to develop skills of self-evaluation with respect to that learning.

LEARNING OUTCOMESBy the end of the placement, the student should be able to:

1. demonstrate the integration of theoretical knowledge and clinical practice

2. carry out comprehensive, logical and relevant assessments related to the patient’s physical dysfunction to include: initial examination; interpretation of findings, and identification of strengths and problems; formulation of realistic treatment goals in consultation with the patient and/or carers as appropriate; selection, with sound justification, of a safe and appropriate treatment plan

3. demonstrate the ability to continually assess in order to evaluate the effectiveness of the treatment programme and to modify appropriately

4. demonstrate safe appropriate handling and care of patients and self

5. carry out safely and effectively a range of treatment techniques with advice and education where appropriate

6. keep accurate written records of the physiotherapy care episodes and other statistics in accordance with departmental standards

7. demonstrate an ability to communicate effectively and appropriately with professional colleagues and with all patients and their carers

8. demonstrate the ability to recognise and take responsibility for individual learning needs and identify areas for future development

9. accept and act upon valid and constructive criticism

10. demonstrate a knowledge of the chosen work setting and general health care provision if different from the NHS.

11. identify personal learning outcomes with respect to the chosen experience and evaluate the extent to which these were achieved.

12. recognise links to learning on past and future placement experiences

13. appreciate personal and professional development as a result of organising, undertaking and reflecting on the elective experience.

14. provide a well written critical review of the learning experience.

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BSc (HONS) PHYSIOTHERAPYUNIVERSITY OF EAST LONDONACCREDITED ELECTIVE PRACTICE BASED LEARNING PLACEMENT

ATTENDANCE AND ASSESSMENT FORM

I confirm that .................................................... (Student) has completed a period of clinical participant practice at:

HOSPITAL/UNIT:ADDRESS:

TELEPHONE NO:AREA(s) OF EXPERIENCE:

TOTAL HOURS OF ATTENDANCE: ................ ABSENCE: ..................

LEARNING CONTRACT

Learning Outcomes Resources / Strategies

Needs identified following previous placement

(to be completed by student prior to placement)

Strengths

Weaknesses

Opportunities

Threats

Specific needs which may impact on my learning experience have been identified and discussed.

Yes/No/Not applicable

Strategies to be implemented include:

Resources Available in the Department

(Identified by discussion with clinical educator)

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Planned Learning Outcomes

(Agreed in discussion with Clinical Educator)

How will achievements be demonstrated?

(Agreed in discussion with Clinical Educator)

1

2

3

4

5

Additional needs identified at half way

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Student Induction RecordHealth & Safety

Duties of Placement Providers.

‘Under the Health and Safety (training for employment) Regulations 1990, students participating in work experience are regarded as the placement providers’ employees for the purpose of health and safety. Providers must therefore ensure, so far as it is reasonably practicable, the health, safety and welfare at work for all their employees’.

On the first day of placement the student has been given information relating to:

The named person to go to in the event of difficulties

Information about the bleep system (where appropriate) and relevantemergency telephone numbers

Emergency procedures, including cardiopulmonary resuscitationFire and Security

During the induction period, the following has been explained to the student, and written policies made available where appropriate:

Incident Reporting

Health & Safety

Manual Handling, Infection Control & Fire

Harassment and Bullying

Equal Opportunities

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Signature of Inductor:...........................................................................

Signature of student:...........................................................................

Date induction completed:...........................................................................

Record of contact with Higher Education Institution

Although students on elective placements are not routinely visited by a tutor during placement, support is available from the university if you have any questions or concerns. Please contact Josephine Brook, Clinical Coordinator, School of Health, Sport and Bioscience, University of East London, The Green, London, E15 4LZ.

Initiated by: Person Contacted: Date and Method: Response received:

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Please comment on the student’s skills in each area, highlighting development needs:

INTERPERSONAL SKILLS:-

PROFESSIONALISM:-

TREATMENT and MANAGEMENT:-

CLINICAL REASONING:-

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RECOMMENDATIONS / ACTION PLAN FOR FUTURE LEARNING / CLINICAL PRACTICE

This section should be completed collaboratively by the Student and Clinical Educator with the aim of facilitating the student’s continuing development (CPD). This could include strengths and areas for development and should be information the Student can feed forward into their next clinical experience.

All written comments must be discussed by the Student and Clinical Educator before the document is signed.

Signatures of:

CLINICAL EDUCATOR DATE

STUDENT DATE

Please return to the student or to: Josephine Brook, Clinical Coordinator, School of Health and Bioscience, University of East London, The Green, London E15 4LZ.

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WRITTEN ASSIGNMENT

On your return to University you are required to submit a critical and reflective review of your LEARNING during the experience (2000 words). Remember confidentiality issues; there should be no details that could identify the patients/clients or the educators with whom you worked.

The essay will include:

contextualisation of the learning environment critical review of personal learning and how this occurred analysis and evaluation of evidence to support your learning and reflection implications for future practice literature on learning and reflection should be integrated into your discussion

LOs 1 (in relation to learning theories and reflection), 8, 9, 10, 11, 12, 13, 14

Assessment

Hand-in is during semester A assessment period.

The pass mark is 40%.

Additional guidance, including marking criteria and a sample essay, is available on UEL plus.

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APPENDIX I

TUTOR VISIT FORM

The form on the following page is completed by your visiting tutor following discussion with both you and your clinical educator. Usually this discussion takes place in a face to face meeting, but occasionally it may be telephone contact.

Some tutors hand write the form during the visit, others will type it up afterwards. In either case, both you and your clinical educator should receive a copy.

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UNIVERSITY OF EAST LONDON BSc (HONS) PHYSIOTHERAPY

ACADEMIC TUTOR CLINICAL VISIT FORMUEL Tutor's record of the clinical visit, including feedback with reference to course content.

STUDENT: DATE/TYPE OF CONTACT

LOCATION:

UNIT:

EDUCATOR:

PLACEMENT DATEDISCUSSION WITH STUDENT:

DISCUSSION WITH CLINICAL EDUCATOR:

FEEDBACK re COURSE CONTENT:

TUTOR ACTIONS:

UEL TUTOR:Signature: Date:

Contact Details:

cc. Clinical Educator, Student, Clinical Coordinator

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APPENDIX II

RISK OF FAILURE FORMS

Completion of this form whilst you are on placement indicates that your clinical educator has concerns about the level of your performance and written strategies are required to address these. It does NOT mean you will fail the placement.

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University of East London BSc (Hons) Physiotherapy

PRACTICE BASED LEARNING - RISK OF FAILURE FORM

THIS FORM IS TO BE COMPLETED BY THE CLINICAL EDUCATOR IN DISCUSSION WITH THE STUDENT AND REPRESENTATIVE OF THE UNIVERSITY. THE USE OF THE FORM SIGNIFIES THAT THE STUDENT IS AT RISK OF FAILING THE PLACEMENT. THE STUDENT, THE CLINICAL EDUCATOR AND THE UNIVERSITY MUST BE PROVIDED WITH COPIES OF THIS FORM.

Trust: ……………………………………………………

Site: ……………………………………………………

Speciality: ……………………………………………………

Clinical Educator: ……………………………………………………

Student: ……………………………………………………

Level: 1 2 3

Issues of concern: .……………………………………………………………………………

………………………………………………………………………………

………………………………………………………………………………

………………………………………………………………………………

………………………………………………………………………………

Objectives to be achieved:

1.……………………………………………………………………………

2.…………………………………………………………………………

3.………………………………………………………………………

4.…………………………………………………………

5.………………………………………………………………………

Date of Review: ………………………………

Signature of Clinical Educator: ……………………………….

Signature of Student : ……………………………….

Signature of Academic Tutor:….…………………. Date:…………

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University of East London BSc (Hons) Physiotherapy

PRACTICE BASED LEARNING - RISK OF FAILURE REVIEW

THIS FORM IS TO BE COMPLETED BY THE CLINICAL EDUCATOR IN DISCUSSION WITH THE STUDENT AND REPRESENTATIVE OF THE UNIVERSITY. IT IS AN OFFICIAL RECORD OF THE REVIEW OF A STUDENT WHO IS AT RISK OF FAILURE. THE STUDENT, THE CLINICAL EDUCATOR AND THE UNIVERSITY MUST BE PROVIDED WITH COPIES OF THIS FORM.

TRUST: ………………..……………………………………SITE: ………………….…………………………………Speciality: ......................................................................

Clinical Educator: ……………………………………………………

Student: ……………………………………………………

Level: 1 2 3

Objectives Indicators of level of performance:

1.

2.

3.

4.

5.

Recommended Further Action:

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Signature of Clinical Educator: ……………………..

Signature of Student : ……………………………….

Signature of Academic Tutor:……………………….. Date…………

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APPENDIX III

PLACEMENT REFLECTION FORM

Reflective practice is recognised as an important tool to help you develop as a practitioner. The form on the following pages can be used to guide your reflection after each placement. Either this, or another similar exercise, should be completed following every placement and kept in your CPD portfolio. DO NOT HAND THIS IN, it is for your eyes only!

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1. What went well on placement and what could have been better? You may find it helpful to discuss general experiences of placement with your peers. Try to be neutral and analytical about your experiences and record a couple of them here.

Went well Could have been better

1.

2.

1.

2.

2. How did you learn best on placement , what really helps? Think about how you help yourself to learn most effectively (preparation, your learning style, peer support, response to feedback, watching, doing, revising previous notes, etc)

3 things that I do to help me learn.

1.

2.

3.

3 things that others can do to help me learn.

1.

2.

3.

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3. As a result of your reflections on this placement identify 3 strategies to implement on your future placements:

1. Something that helped my learning, which I will continue to do.

2. Something that got in the way of my learning, which I will stop doing

3. Something that I think might help my learning, which I will try on my next placement

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overview of the course - uel.ac.uk web viewbefore the placement. information - one month before....

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