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Practice Educator Handbook

BSc (Hons) PhysiotherapyGraduate Diploma Physiotherapy

2010 Validation

December 2012

Faculty of Health and Life Sciences

CONTENTS

INTRODUCTIONProgrammeModules

Page

345

PRACTICE EDUCATIONProfessional Practice PlacementsRole of the Practice EducatorPractice Educator supportPlacement planning guidelines

1314151719

PRACTICE EDUCATOR DEVELOPMENT 23

STUDENT DOCUMENTATIONPortfolio Placement EvaluationPractice Assessment Course progression

2525262730

PLACEMENT ADMINISTRATION 31

APPENDICES1. Glossary2. CSP inter-related learning suggestions3. Information for supporting students with dyslexia4. Blooms Taxonomy5. Learning Outcomes for placements6. CPA form example & SSA form example7. Placement Marking Descriptors8. Faculty policy for Manual Handling

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INTRODUCTION

Practice Education is essential to the Physiotherapy programmes (accounting for one third of the course in terms of time) and as a Practice Educator you are central to it. The Practice Educator handbook has been compiled to provide you with the information and reference material necessary to equip you for this challenge. It is hoped that this handbook will be used as an ongoing resource during the process of facilitating practice placements.

While forewarned is forearmed when problems arise, in no way is it imagined that this text replaces our commitment to one-to-one support for Practice Educators. Indeed, some placements in the region are remote, but there is no need to feel isolated in your role as Practice Educator: you are not alone! Physiotherapy staff at UWE in particular the clinical team are dedicated to supporting you and the students, and can be contacted if you have any queries that this handbook does not address.

In addition, update days are scheduled on a rolling annual programme. These provide an opportunity for continued professional development through exploration of relevant topics while offering opportunities to meet and discuss matters of interest with other Practice Educators.

We would like to take this opportunity to thank you for the energy and enthusiasm you bring to this role and hope that it will be a positive and enjoyable experience for both you and your students.

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PROGRAMME

The Physiotherapy programme leads to both an academic qualification and a licence to practice. The programme is validated by the Health Care and Professions Council (HCPC) and recognised by the Chartered Society of Physiotherapy (CSP) so successful completion of the programme entitles graduates to register with the HCPC and apply for full membership of the CSP. All students are advised to register with the CSP as student members when they start their training but this is not mandatory.

Development of the programme to meet these goals is through on-going collaboration between University academic staff, Physiotherapy managers, Practice Educators and student representatives.

The Aims of the Programme

The over-riding aim of the programme is to ensure that qualifying physiotherapists are reflective practitioners who take responsibility for their own professional development and are able to contribute to the safe, ethical and effective delivery of physiotherapy services in a wide variety of inter-professional and multi-cultural contexts.

More specifically the aims are to:

Provide education in professional and health-related studies to enable students to develop knowledge and understanding of physiotherapeutic practice. Facilitate an inter-professional approach to the health and social care of the individual. Provide a range of theoretical, practical and conceptual tools for critical analysis of contemporary physiotherapeutic intervention and needs. Provide an educational experience which acknowledges the diversity of preferred learning styles by utilising a wide variety of teaching and learning strategies. Enable students to take responsibility for identifying their future learning needs in continuing personal and professional development.

Programme Structure

The programme is divided into three levels equal to three academic years. Level 1 is almost entirely University based but includes a 3 day observation placement in an inpatient setting early in the year and concludes with a 5 week practice placement at the end of the year. Levels 2 and 3 consist of alternate periods within the University and the practice environment. Each level builds upon the previous level and is made up of modules that although individual in their components are inter-related and inter-dependent. Emphasis is placed on integration of theory and practice, clinical reasoning and problem solving in order to provide the best education possible for the student and healthcare for the individual.

THE MODULES

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The aims of each of the modules are outlined below. Those with a practice placement included are highlighted in bold.

LEVEL 1The aim of Level 1 is to introduce students to the foundation studies required for initial physiotherapy practice and the approach undertaken is both applied and holistic. Throughout, the value of research underpinning and informing practice is emphasised in an integrative rather than isolationist manner in order that a research culture permeates both the theoretical and practice elements of the programme.

Essentials of Neurological Physiotherapy (semester 1)This module aims to introduce students to the nervous system, and to develop their knowledge and understanding of the ‘normal’ anatomy and physiology of this system. One upper motor neurone lesion (Stroke) and one lower motor neurone lesion (Peripheral Nerve Injury) are used as vehicles for understanding and allow some limited application of knowledge. The module includes basic assessment and handling skills which are assessed by a practical viva. Knowledge, understanding and some application are assessed through an unseen written examination.

Applied Kinaesiology (semesters 1 & 2)This module introduces anatomy and biomechanics. The anatomy at this level focuses upon upper and lower limb with an emphasis upon the link between structure and function. Students study joints (mobility v stability), muscles (morphology and functional importance), perform and measure passive and active range of movement as well asbasic mobilisations and special tests at the joints. They also develop palpation skills by palpation of bony points and surface marking joints. The biomechanics section covers major principles namely - balance and equilibrium, levers and torque, muscle action, muscle range and length tension relationship, group action of muscles, soft tissue biomechanics and stress strain. All the principles apply to normal movement. Most sessions are practical as this gives the students multiple opportunities to understand not only the principles but also how they impact upon movement and functional activity.Assessment is through a 3 hour written examination and a combined oral and practical examination.

Principles of Exercise and Physical Activity (semester 2)This module introduces students to the complexities of exercise prescription. Students are encouraged to analyse and prescribe exercise for normal populations i.e exercise in children, older adults, with appropriate reference to biomedical and psychosocial domains. Consideration will also be given to health beliefs, models of health, self-efficacy and encouraging adherence. The module is assessed via a 3000 word essay and a Continuous Practice Assessment (CPA) of a 5-week practice placement (Placement 1).

LEVEL 1 (cont)

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Essentials of Cardiovascular and Respiratory Physiotherapy (semester 1)This module aims to introduce students to the Cardiovascular and Respiratory systems and to develop their knowledge and understanding of the ‘normal’ anatomy and physiology of these systems. The module also starts to prepare students to assess and treat patients who have problems affecting the respiratory system, by introducing basic respiratory assessment and treatment techniques and starting to develop their clinical reasoning skills in this area of physiotherapy. The module includes assessment and treatment skills which are assessed by a practical viva. Knowledge, understanding and analysis are assessed through an unseen written examination

Essentials of Musculo-skeletal Physiotherapy (semester 2)This module aims to develop students’ physiotherapeutic assessment and treatment skills using the clinical reasoning process in the management of patients with musculoskeletal disorders. This module will begin to introduce musculoskeletal injuries and related pathology so that students can begin to build a knowledge base of typical injuries. The module also helps the students to integrate their knowledge of applied anatomy and biomechanics with pathology and dysfunction of musculoskeletal structures. Studying this module and achieving the learning outcomes will help students begin to understand and appreciate the complexity of assessment, treatment and the clinical reasoning process in patients with musculoskeletal problems.The module is assessed by both written exam and Structured Oral and Practical Examination (SOPE).

Observation placement (semester 2)This is a 3 day placement takes place in February and provides an opportunity for students to gain an appreciation of the practice environment in general and start to prepare for their first placement experience later in the year. The students will be placed in pairs and it is envisaged that Band 5 staff (with the support of others) will act as their supervisors. A workbook with guidance and relevant tasks/activities to complete will be provided for the students but no assessment will be required. Students will be provided with preparation sessions at UWE prior to this placement and the opportunity to review and reflect on their learning immediately after the placement. Supervisors will have access to the workbook and guidance on their role via the Practice Support Net website (http://hsc.uwe.ac.uk/practicesupport/physiotherapy).

Placement 1 This takes place at the end of Level 1 and is made up of preparatory sessions in the University including exploration of the professional and psychological issues relevant to learning in the practice environment followed by five weeks in practice. Students must have attended training in basic life support and manual handling skills in order to be able to go on placement.

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LEVEL 2

The Level 2 curriculum seeks to develop further the knowledge and understanding gained during the first year of study.

Musculoskeletal Management and Rehabilitation (semesters 1 & 2)This module aims to meet the learning needs of level 2 students in content and assessment. This module will build on and further develop musculoskeletal skills gained in level 1, specifically spinal assessment, management and rehabilitation. Further refinement of musculoskeletal clinical reasoning and management will be encouraged. Importantly this module will also reflect the generic learning outcomes in the proposed physiotherapy programme for 2010. Musculoskeletal Management and Rehabilitation will be taught over 2 semesters and delivered through lectures, practical sessions, and by use of an e-learning platform.Assessment will consist of a practical exam and 2500 (word) coursework

Cardiorespiratory Management and Rehabilitation (semester 1)This module develops the learning that has taken place in the essentials of cardiovascular and respiratory physiotherapy module at level one. The syllabus has been designed to prepare the students to manage patients who are critically ill and therefore require management in acute settings. In addition, the principles and techniques necessary to rehabilitate patients with long term cardiovascular and respiratory conditions are included. The content of the module has been designed in collaboration with other level two module leaders and developed to reflect changes in clinical practice and Government initiatives that influence the settings in which management and rehabilitation takes place. A variety of approaches to teaching and learning methods will be used and you will need to actively engage with these in order to be fully prepared to deliver safe and effective physiotherapy to your patients.This module is assessed by by a 2 hour unseen written exam and a CPA of a 5-week practice placement (Placement 2).

Neurological Management and Rehabilitation (semester 2)This module has both theory and practical components that incorporate the pathology, clinical reasoning, assessment and treatment skills related to neurological disorders and care of the older person. It will form a link between the Essentials of Neurological Physiotherapy level 1 module and the Complex Conditions in Multi-settings level 3 module. The teaching will commence in semester two after placement 2 and will run up to Easter. This module is assessed by an“Objective Structured Clinical Examination” (OSCE) and a CPA of a 5-week practice placement (Placement 3).

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Health and Well Being (semester 1)This level 2 module will look at health and wellbeing throughout the lifespan using the government white paper ‘Healthy Lives, Healthy People 2010’ as a basis. The topics previously covered in the Principles of Exercise and Physical Activity module at level 1 will be applied to specific client groups alongside the theme of Health Promotion.This module will give you an opportunity to explore and reflect on your physiotherapeutic and rehabilitation related skills, further develop your problem solving abilities and understanding of service-related drivers that influence the management of patients in your own field and also in other multidisciplinary teams (MDT). This module is assessed by submission of a leaflet and a 1,000 word supporting paper and a CPA of a 5-week practice placement (Placement 4).

Placements 2 – 4 (semesters 1,2 & 3) These placements are all of 5 weeks duration and may occur in any area of physiotherapy. They provide students with the opportunity to integrate further theory and skills in a professional practice setting. They aim to allow students to continue to develop their emerging analytical competence and ability to work in a collaborative manner with other members of the multiprofessional healthcare team.

Interprofessional Module A (semester 1)The focus of this module is ‘The Purpose, Scope and Context of Interprofessional Collaboration’. Students will now be expected to both contextualise and analyse the various drivers, facilitators and barriers for or against effective interprofessional working. Key to the delivery of this module is an interprofessional conference together with the on-going development of a virtual health and social community within the ‘2nd

Life’ platform (see Beard et al 2009). The addition of ‘2nd Life’ as an adjunct to established teaching and learning approaches will afford students opportunities to model various interprofessional scenarios in more realistic ‘real time’ environments. This will be assessed by a “3000 word project analysing a contemporary issue in Interprofessional / intra-agency working”.

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LEVEL 3

The final level of the programme seeks to ensure that, on qualifying, students are able to meet the outcome measures of the Curriculum Framework of the Chartered Society of Physiotherapy.

Physiotherapy Placement 5 (semester 1)This module is at the start of level 3 and consists of a week of revision sessions prior to a 5 week practice placement. Students are expected to further their skills in the management and prioritisation of workloads and demonstrate some knowledge of research findings to justify choices of physiotherapy management strategies for individuals. This module is assessed by a CPA of the practice placement as well as the Professional Practice Oral Assessment (PPOA). More detailed information on the PPOA process is available on the Practice Support Net website.

Complex Conditions in Multi Settings (semester 1)This module includes both theory and professional practice components. It is designed to emphasise the theory-practice link particularly in relation to more complex conditions and the multi settings in which physiotherapists work. It will encourage the student to synthesise previously acquired knowledge, theory, clinical reasoning and management /treatment skills and develop and apply these to more complex physiotherapy practice. This will require the students to explore how they can adapt their assessment and management strategies and skills, work with the multi agencies and enable then to understand working in a flexible way in order to meet the changing needs of today's healthcare. The dilemmas, skills and personal responsibility of managing these patients will be explored in this module using case studies and subject areas relevant to complexity e.g. chronic pain, early discharge, end of life care, learning difficulties, on call working. The module will also reflect the focus on patient choice, community focussed care and physiotherapists working in the wider context. It will compliment one of the other level three modules, Contemporary Physiotherapy Practice to produce graduates who are fit for purpose and able to meet the challenges expected of them. This module is assessed by a case presentation of a case encountered during their placement and a CPA of a 5-week practice placement (Placement 6).

Research for Physical Therapists (semesters 1 & 2)This module introduces students to the research process. An understanding of a variety of different research designs, data collection methods and their analysis is gained. Students work in small collaborative groups to formulate a research proposal, consider ethical issues and conduct a small project or literature search. This reflects the critical understanding of the research process. This module is assessed by though an 8,000 word dissertation which is the write-up of a small scale piece of research. The research can either be a Systematic Literature Review or a Primary Data Collection Research Project.

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Contemporary Physiotherapy Practice (semester 2)This module runs alongside and compliments the Complex Conditions in Multi Settings module (CCMS). The focus of the CCMS module encompasses the management of complex conditions, patient choice and community focused care whilst this module reflects the changing face of healthcare delivery from the individual professional’s perspective. The module is responding to current policy drivers and the diverse roles within physiotherapy, i.e. that every clinician must be ‘a practitioner, partner, leader and advocate to the patient’. It also supports the teaching of skills for leadership, business skills and personal development.The module will also explore the ‘Internationalisation agenda’ to help students develop an understanding of global perspectives and cross-cultural understanding in order to be able to perform, professionally and socially, in a multicultural environment.This module is assessed by a seen exam.

Interprofessional Module B (semester 1)This module is titled ‘Exploring Quality Practice for Interprofessional/Inter-agency Collaboration’. Therefore, although the module will remain a theory module it will be practice facing running parallel to established practice modules. Students will be expected to bring experiences from their practice settings into the module and reflect upon/analyse their own, and others, role(s) within interprofessional/inter-agency working. This module is assessed by a “reflective patchwork portfolio of 4000 words (or equivalent) informed from on-line, practice placement and other activities”.

Placement 6 During this practice placement students are required to select a patient/client that they have been involved in assessing and then treating on at least two subsequent occasions for a case study presentation. (It may also be based on the reassessment of a long-standing patient/client). Educators may be required to facilitate selection of an appropriate patient and provide ongoing guidance as necessary. More detailed information is provided on the Practice Support Net website (http://hsc.uwe.ac.uk/practicesupport). The placement is assessed by a CPA of this 5-week practice placement.

Table of Modules

Level Module Title Credits

ONEEssentials of Neurological Physiotherapy (ENP) 20

Applied Kinaesiology (AK) 40

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Principles of Exercise and Physical Activity (PEPA)(includes Placement 1)

20

Essential of Cardiorespiratory Physiotherapy (ECP) 20

Essentials of Musculoskeletal Physiotherapy (EMP) 20

TWOInterprofessional module A (IPA) 20

Musculoskeletal Management and Rehabilitation (MMR) 40

Cardiorespiratory Management and Rehabilitation (CMR)(includes Placement 2)

20

Neurological Management and Rehabilitation (NMR) (includes Placement 3)

20

Health and Well Being (includes Placement 4)

20

THREEPhysiotherapy Placement 5(includes PPOA)

20

Interprofessional Module B (IPB) 20

Research Studies for Physical Therapies (RSPT) 40

Complex Conditions in Multi Settings (CCMS)(includes Placement 6)

20

Contemporary Physiotherapy Practice (CPP) 20

Note: All modules are compulsory requirements for attainment of a BSc (Hons) in Physiotherapy. Some modules are pre-requisites for modules at the next level and so must be completed successfully before onward progression to the next level is allowed.

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Commencing Level 1 Level 2 Level 3

September Induction Pre-clinical week

Essentials of Neurology

Applied Kinesiology

Principles of Exercise & Physical Activity

Interprofessional Module A

Musculoskeletal Management & Rehab

Cardiorespiratory Management & Rehab

Physiotherapy Placement 5 +PPOA5/52

October

NovemberInterprofessional Module B

Research for Physical Therapists

Complex Conditions in Multi Settings

Placement 2 5/52

(attached to Cardiorespiratory Management & Rehab)

December

Christmas breakJanuary

Assessments Assessments

Placement 6 + Case study5/52

(attatched to Complex Conditions in Multi Settings)

Assessments Assessments

Essentials of Cardio respiratory

Applied Kinesiology(cont)

Essentials of Musculoskeletal

Musculoskeletal Management & Rehab (cont)

Neurological Management & Rehab

Health & Well Being

February

Research for Physical Therapists (cont)

Contemporary Physiotherapy Practice

3 day Observation placement

Essentials of Cardio respiratory

Applied Kinesiology(cont)

Essentials of Musculoskeletal

March Placement 35/52

(attached to Neuro Management & Rehab)

April

Easter break Easter break Easter break

May Assessments

Assessments Placement 45/52

(attached to Health & Well Being)

AssessmentsAssessments Assessments

June AHP ConferencePlacement 1

5/52(attached to PEPA)

July

Guide to Modules and Placement Positioning

PRACTICE EDUCATION

Practice education is an indispensable and integral part of the programme. Changes in health care provision have resulted in a widening range of work environments and increasing autonomy for physiotherapists.

It is therefore essential that the professional practice placements and their associated outcomes reflect this trend while providing the 1000 hours required for qualification in a diversity of settings. Emphasis is placed upon students achieving the outcomes of the CSP’s Curriculum Framework and gaining experience in a variety of clinical settings. The Professional Portfolio enables students, Faculty staff and Practice Educators to work together to ensure each student attains an appropriate level and breadth of clinical practice prior to qualification. The establishment of personal goals and outcomes in the portfolio allows students to begin to develop responsibility for their own learning in the clinical environment and to reflect on their practice.

Students will be guided by the module outcomes to search for and capitalise on practice learning resources as they arise. The ability to transfer skills from one setting to another is seen as vital in health care today as is the need to place professional skills in the broader psycho-sociological context. Each professional practice module facilitates integration of theory into practice. It is anticipated that students will develop new knowledge and skills in the clinical environment, rather than merely consolidating what has previously been learnt in the University setting.

The placement learning outcomes have been aligned to the Knowledge and Skills framework (KSF). They build at each level to ensure progression to higher levels of learning by the end of level 3. The learning process is seen as a spiral continuum with the transfer of professional skills from one level to the next reinforcing and enhancing previous learning whilst students add further skills as they "travel" from one practice area to another.

Placement Allocation

Placement planning is a complex process influenced by a number of variables. Essentially, allocation of students to the placements is largely determined by the achievement of key experiences in a variety of settings (see Appendix 2). The provision of detailed and accurate information regarding the experiences available on the placement can help this process and is provided and updated by practice staff. This information should be available to the student as a placement profile on the ARC system.Where possible consideration is given to accommodation and transport issues as well as any specific personal needs of students but no guarantees can be made.

Professional Practice Placements

There are six professional practice placements. All Professional Practice Placements are of five weeks duration. All students gain experience in the key areas of Physiotherapy practice (Appendix 2).

In accordance with the University Modular Scheme Assessment Regulations all assessed professional practice components are marked as pass/fail for the purpose of the degree classification. The exception is the Professional Practice Oral Assessment (PPOA) in Placement 5 at the start of year three that provides a mark for this module and contributes towards the degree classification.

In order to provide the best possible work-based education for students and healthcare for individuals, the integration of theory and practice through clinical reasoning and problem solving is fundamental and continuous throughout the programme. On successful completion of all the practice placements students will be able to demonstrate the ability to:

adapt skills to different practice environments.

make independent decisions with appropriate justification.

manage a caseload.

work as part of a team.

recognise the role of other health care professions.

recognise the scope and limitations of their skills.

In all professional practice placements students should be encouraged to work collaboratively with other health professionals. This consolidates the interprofessional nature of the curriculum and reflects the changing nature of the delivery of health and social care for the benefit of the individual.

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The Role of the Practice Educator

A lead Practice Educator is required if more than one member of staff is involved with the student. This person is responsible for the organisation of the placement and to gain feedback from other staff to include in the mid-way and final appraisals. It is suggested that it can be advantageous for the student to be involved with several staff but it is helpful to the student if it is clear as to who the lead Educator is.

What? How?

1Organise placement

to allow optimum learning

experience

Students appreciate an overall plan/timetable for their placements offering some protected time for teaching, discussion and feedback.

An induction session at the start familiarises students with local policies, expectations (e.g. punctuality, dress guidelines, communication) and

protocols. Identifying the students learning style and knowing your own teaching style may also be advantageous. Gain consent from patients to

be seen by a Physiotherapy student.

2Facilitate setting of

personal goals

Students are encouraged to consider their own personal, educationalgoals for each placement using their PP. However, PracticeEducator’s experience and specialist knowledge is valued.

3Provide opportunities to meet the learning

outcomes of the module

The learning outcomes of the modules are identified in both the Practice Educator handbook and the student’s portfolio. Each placement environment and speciality offers a different range of learning opportunities that are best known to the Practice Educator. Forward planning with colleagues, prior to

the placement, may identify a wider range of opportunities for the student and allow the Practice Educator to share their role with others.

4Facilitate learning of professional skills,

knowledge, attitudes and values

Some Practice Educators choose to protect time specifically for teaching sessions, where others prefer to use a variety of teaching/learning methods, e.g. workshops, demonstration during practice, setting tasks or assignments,

question and answer sessions, shadowing etc. The Faculty encourages a variety of techniques recognising the different preferences in

teaching/learning styles of both Practice Educators and students.

5Continuously assess

students

To maximise student performance and development it is vital to assess students throughout the placement using the CPA form, marking descriptors

and assessment guidelines in the handbook. The initial assessment (in the first week) will substantiate a base line for further assessment. Observation,

questioning and open discussion will help identify students’ previous experience, knowledge and skills. Sharing of the Professional Portfolio is

encouraged.

6Provide

To advance the professional development of students it is vital to provide them with regular, constructive feedback. It is advised that you label

sessions as ‘feedback’ so that this is obvious to them e.g. at the end of each day or whenever is more suitable for you. Where several Educators

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constructivefeedback to students

are involved with student supervision a file to note evidence for feedback from all those involved may be useful and an individual notebook for evidencing positive aspects and areas for practice development kept.

Students are encouraged to reflect on their own practice and self assess throughout. Students should be encouraged to set SMART goals for

personal development and may require guidance from Practice Educators.

7Liaise with Faculty staff

regarding student progress and performance

Visiting Tutors will contact Practice Educators and arrange to visit both student(s) and educator. If problems or difficulties arise at any point in the placement they may be contacted through the University or their mobile telephones. If numbers are unknown contact Allied Health Professions

administrator on 0117 32 88416. If a student is struggling and their early performance indicates that without action they may fail the placement,

please contact the Visiting Tutor as soon as possible.

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Act as professional role model

The Practice Educator may be the first person the student has contact with in the clinical physiotherapy profession and is inevitably a powerful

role model for students.

9Formally assess

students at mid-way and the end of the

placement

As well as the ongoing continuous assessment, Practice Educators are asked to formally assess the student mid-way and on completion of the

placement presenting written and verbal feedback to the student for future development. The mid-way assessment is an opportunity for students to

address any areas for development in their performance during the remainder of the placement, while validating what is being done well! All placements are marked pass/fail for the purposes of the degree

classification.In addition, there is one Professional Practice Oral Assessment (PPOA) in Level 3 when the Practice Educator and Visiting Tutor jointly assess students. The PPOA mark can contribute to their degree classification.

10Recognise and

address issues of pastoral care when

appropriate

Practice Educators may become aware of students’ personal problems. Whilst the Faculty welcomes student support when problems arise there

are no expectations that Practice Educators engage with problems that are of an extended nature. UWE provides counselling and support services to

which students may self-refer in complete confidence.

Practice Educator support

The Clinical team support the development, maintenance and improvement of an appropriate learning environment for students on clinical placements.

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To ensure that the placement meets the requirements of the Quality Assurance mechanisms of the Faculty an audit of placements takes place in a regular cycle. Through audit the learning experience opportunities available are recorded so that recommendations for future developments can be made. Practice Educators must be qualified HPC registered Physiotherapists.

Clinical Visiting

Visiting Tutors from the Programme team are allocated to visit students on placement. These provide the essential link between the placement and Faculty. The Visiting Tutor is also the first point of contact for Practice Educators and students on placement should queries or problems arise.

Once the placement has commenced, the Visiting Tutor will normally make contact with Practice Educators within the first week. This is to check that the placement is proceeding as planned and to negotiate dates/times of visits.

If you urgently need to contact the University regarding a student before this contact is made please phone the AHP office 0117 3288416. A member of administrative staff can contact a member of the team to assist you. Staff contact numbers are also available on the Practice Support Net (PSN) - http://hsc.uwe.ac.uk/practicesupport/physiotherapy

The Visiting Tutor will usually make a minimum of one visit to each placement. Exceptions to this are where:

1 The student undertakes a Professional Practice Oral Assessment (PPOA) i.e. towards the end of Practice Placement 5 in year 3.

2. Either the student or Practice Educator requests a further visit.

3. The Visiting Tutor feels a further visit would support either the student or Practice Educator in the learning and/or marking and assessing process.

Normally the Visiting Tutor will:

Liaise with each Practice Educator independently from the students.

Liaise with each student individually.

Ensure that the Learning Outcomes are able to be met.

Ascertain the student is optimally using their Professional Portfolio (PP) and provide guidance on preparing personal goals for the placement.

Where required, observe students undertaking clinical practice.

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Address any concerns the student or Practice Educator may have over any aspect of the placement.

Facilitate feedback between the Practice Educator(s) and student, with particular reference to the mid-way appraisal.

Support and advise Practice Educators throughout the assessment and marking procedures, with active reference to the Practice Educator’s Handbook: in particular the marking guidelines, criteria for assessment and the issues of norm referencing.

Undertake feedback to Faculty staff where follow up/remedial action/ further visits/ personal tutor contact may be required. A supplementary report, to be placed in the student’s personal file, may also be made.

Complete all clinical visiting records within 24 hours and provide the student with their relevant copy. Where possible this will be completed during the clinical visit.

Address issues of pastoral care whilst on placement e.g. accommodation, travel, library etc.

Note: While Visiting Tutors may have professional liability insurance, the University of the West of England does not support insurance cover for the purposes of clinical practice. Therefore direct visiting Tutor involvement with patient treatment is not undertaken.

Contact the Visiting Tutor at any time during the placement if problems are arising and advice or an earlier or further visit is required to support

student development.

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First few days…

Encourage students to share their Professional Portfolio (PP). This will detail the personal goals completed on other placements and outline previous experience while giving insights into student’s learning styles and ability to critically reflect.

Discuss and set personal goals for this placement (to be negotiated by both you and the student). Personal goals are different from the Learning Outcomes of the placement but may become apparent through these. These goals may be carried on from previous placements and may be able to be achieved on this placement.

Observe students in practice. This will help you ascertain the current level of learning and decide on an appropriate level of independence at which to start.

An indication of the teaching required will also be gained.

Set a date and time for the mid-way and final appraisals (see below).

Week 2 …

Continue to observe the student(s) and question their clinical reasoning. A clear picture of strengths and areas for development should emerge. Indeed, consistent and r egular observation of students in practice is vital to the credibility of the assessment process and your feedback.

Reference to ‘Bloom’s Taxonomy of Learning’ will help you to evaluate the student’s level of competence and assist in the marking process (Appendix 4)

Midway appraisal

This should be a formal, ‘sit down’ discussion documented with the date and signatures. The comments should relate to the Learning Outcomes of the particular placement.

In addition to the mid-way appraisal, students need clear and constructive ongoing feedback throughout the placement. The mid-way appraisal formalises the process and also provides an opportunity for Practice Educators to reflect upon their own performance. Students should also fill in their Self Assessment form, an adaptation of the CPA form to bring to the appraisal to facilitate discussion.

At this point, if significant weaknesses are identified, it may be appropriate to reformulate goals. The CPA form (found in the students PP and also on the PSN) has sections for documentation of the mid-way appraisal. This includes a section entitled ‘potential for failure declaration’. This must be completed if appropriate and signed by both the student and Clinical Educator. Action points must be written to

Placement Planning guidelines

These suggestions are for Practice Educators with some pointers to provide structure to the planning process.

Student feedback highlights how much they value and appreciate the structure and security of a timetable and clear guidelines on even the most obvious things (like how to answer the telephone in the department and what details to take down for a message) as this varies considerably between placements. Planning certainly pays dividends when it comes to placement success and achievement of the learning outcomes.

NB. Where students have disclosed a disability reasonable adjustments to the placement need to be pre-planned. This will be instigated by a member of the Physiotherapy team at UWE providing support prior to the placement in liaison with the University disability liaison tutor. If you would like more assistance please contact your Visiting Tutor or any member of the Clinical Team.

Prioritise: Essential or ‘must have’ experience for the student.

Useful or ‘nice to have’ experience/skills for the student.

Consider how you will introduce these and what objectives you may set with reference to the student’s stage of training and previous opportunities to practice.

Identify: Staff who may be involved with the students and liaise in advance

Opportunities for interprofessional working.

Exceptional experiences and learning opportunities that may be available from time to time.

In-service training that may be appropriate for the student to participate in and in some cases present at.

Resources available e.g. videos, articles, books, clinics, surgery, patients’ notes, case conferences, management meetings etc.

Potential times for tutorials, observation of practice, feedback, and teaching and plan these in advance where possible.

A selection of ‘paper patients’, questions or tasks for students at ah level that can be carried out with minimal supervision as contingencies. These may be useful if further evidence for assessment is required.

Plan: Integrate the above considering all supporting staff, clinics, travel times (where

appropriate) and opportunities for reflective practice.

Induction guidelines

These are designed to offer ideas to aid the smooth running of the practice placements and are not intended to be a prescriptive or definitive list of things to do. Doubtless you will have your own ideas to enhance the ‘settling in’ process. Remember, whatever it is you require of the students: be explicit from the outset to avoid misunderstandings.

DAY 1 ….

Orientation

Orientate students to the department/hospital - e.g. toilets, lockers, canteen, library, parking.

Introduce staff - students value knowing the staff hierarchy and to whom they should report in your absence.

Orientate to department policies, documentation – e.g. Health and Safety, fire procedure, crash procedure, manual handling (Appendix 8, UWE Faculty manual handling policy)

Emergency procedures – e.g. fire escapes/alarms, emergency buttons, crash call.

Housekeeping – e.g. hours, breaks.

Getting to know them -

Ascertain previous clinical experience

Explore their knowledge and skills base

Discuss weaknesses/strengths. For guidance on difficulties and strategies that might be relevant to and useful for students with dyslexia (Appendix 3)

What is their learning style?

Discuss perceptions of this placement and what they want to achieve - is it feasible?

Getting to know you -

Define your expectations e.g. punctuality, professionalism, time management and note writing as this can vary significantly on different placements.

Give clear guidelines about what to do should a problem arise.

Outline your ‘style’ and how you carry out your role as a Practice Educator – e.g. informal/formal, teaching sessions, observing practice, student assessment and plan discussion, feedback times.

Placement information-

Discuss learning opportunities.

Discuss conditions/pathologies to be encountered.

Familiarise with equipment.

19

highlight the changes required to meet the Learning Outcomes of the placement. The Visiting Tutor should be informed.

Final week of placement…

Final appraisal. The CPA form should ideally be completed on the final or penultimate day of the placement and discussed formally at the final appraisal. The CPA should include the summative pass/fail, an overall formative band using the marking guidelines set out in this handbook, clear written feedback and the hours completed. Both the student and the Practice Educator must sign the front of the CPA form. Students are responsible for submitting the completed forms to the University before the submission deadline for each placement (see student’s module handbook).

PRACTICE EDUCATOR DEVELOPMENT

Update sessions

These provide an opportunity for educators to address specific topics relevant to the provision of practice placements as part of Continuous Professional Development. The sessions are also an opportunity for Practice Educators to feedback to the Faculty on matters arising during placements. Feedback received is reviewed by the Clinical Team and acted upon, as appropriate, within the Faculty. The topics and dates can be found on the University web pages:-http://hsc.uwe.ac.uk/practicesupport/alliedhealthprofessions/physiotherapy/courses

Facilitating Learning and Assessment in Practice (FLAP)

The University of the West of England also provides a module for Practice Educators entitled Facilitating Learning and Assessment in Practice. Information regarding this is available on theUniversity website: http://hsc.uwe.ac.uk/practicesupport/informationforsupervisorsmentorsandassessorsand see below.

The Accreditation of Clinical Educators (ACE) scheme and UWE

The CSP introduced the Accreditation of Clinical Educators Scheme (ACE) scheme in 2004 to recognise Practice Educators who make a significant contribution to clinical education.

20

http://hsc.uwe.ac.uk/practicesupport/informationforsupervisorsmentorsandassessors

http://hsc.uwe.ac.uk/practicesupport/alliedhealthprofessions/physiotherapy/courses

The University of the West of England strongly supports this scheme. We are committed to providing a high quality learning experience by supporting both the students on our Programme and you the Practice Educator.

There are 2 routes to accreditation:-

2. EXPERIENTIAL ROUTE

Aimed at experienced Practice Educators.

Achieved by completing a portfolio called a ‘profile’, demonstrating the ability to achieve specific learning outcomes, including written reflection and supportive evidence. For further details contact 0117 3288416 to be put in contact with the appropriate person.

Please also see the CSP website for further information www.csp.org.uk/ACE

OR

2. FACILITATING LEARNING AND ASSESSING IN PRACTICE (FLAP)

Aim – Enhances role as teacher and assessor in practice

20 credits at Level 3 or Masters Level. Multi professional module with profession specific components.

Endorsement from the CSP for ACE scheme accreditation.

This involves 3 University study days with distance learning material and notional 150 hours of independent study.

For further details contact the CPD unit on 0117 3281158 and http://hsc.uwe.ac.uk/practicesupport / information for supervisors and assessors / teaching and assessing modules / facilitating learning and assessment in practice

Practice Support Net

http://hsc.uwe.ac.uk/practicesupport/alliedhealthprofessions/physiotherapy

The Physiotherapy section provides a variety of information including course dates and topics, the student Professional Portfolio, Practice Educator Handbook, syllabus content, a variety of forms for guiding topics such as Feedback and Peer Review which can be printed. Contact numbers and placement dates are also available. The site is updated as new information is available.

21

http://hsc.uwe.ac.uk/practicesupport/alliedhealthprofessions/physiotherapy

http://hsc.uwe.ac.uk/practicesupport%20/%20information%20for%20supervisors%20and%20assessors%20/%20teaching%20and%20assessing%20modules%20/%20facilitating%20learning%20and%20assessment%20in%20practice

http://hsc.uwe.ac.uk/practicesupport%20/%20information%20for%20supervisors%20and%20assessors%20/%20teaching%20and%20assessing%20modules%20/%20facilitating%20learning%20and%20assessment%20in%20practice

http://www.csp.org.uk/ACE

A flow chart for Physiotherapists wishing to develop as/become a Practice Educator for UWE students is also on the above website

STUDENT DOCUMENTATION

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PROFESSIONAL PORTFOLIO (PP)

Students are all issued with the Practice Placement section of their Professional Portfolio (PP) during the preparation session prior to Placement 1. Completion of the relevant sections of the portfolio is required for each professional practice placement although the PP itself is not formally assessed. The Practice Placement section of the portfolio allows students to develop a reflective record of their clinical practice as they progress through the professional practice modules while providing evidence of their route through the clinical component of the programme.

The Learning Outcomes for each placement together with background information and guidance on completion are contained within the PP and in Appendix 5. General information is given about practice placements and the physiotherapy skills students are expected to achieve. The assessment forms to be used by Practice Educators are also included.

The PP is designed to allow students to record specific personal learning objectives, opportunities and goals whilst on practice placement and to complete a weekly reflective diary. This document forms a vital record of students’ practice experience during the programme and assists in appropriate placement allocation.

Students are also expected to complete a self-assessment form for the midway and final appraisal sessions to facilitate discussion on their performance.

Within the PP there is a guide to the skills that students should endeavour to achieve prior to graduation. During the practice placement students should identify with Practice Educators what skills and opportunities may be undertaken in that setting and record those experienced.

The full PP can be found on: http://hsc.uwe.ack/practicesupport/alliedhealthprofessions/physiotherapy

Reflective Practice

This is a conscious analysis of what has happened and why. This will encourage you to monitor and develop your professional practice along with developing skills of self-assessment.

The portfolio achieves this in several ways by encouraging you to: Identify and then evaluate personal goals for each placement. Undertake a report of a Significant Learning Experience where you will look at

a particular learning event in detail. Complete weekly SWOT analyses. Complete a Self Assessment form for mid-way and final appraisal discussion.

Significant Learning Experience

When completing the PP students are expected to write a 500 word analysis of a learning experience from each placement as part of their evidence of reflective practice. They are asked to share it with their Visiting Tutor for at levels 1 and 2 for formative feedback as well as their educator to show evidence of reflective practice. The reporting of a Significant Learning Experience is designed to help to develop the ability to critically reflect on individual situations. It is seen as promoting personal professional development and may lead to an improvement in professional skills.

A ‘significant learning experience’ can be described as a situation: in which personal action made a difference to the outcome where an event went unusually well where things did not go as planned that is particularly demanding that captures the essence of what your work is all about.

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Placement Evaluation

Following the completion of each practice placement students have to complete an online placement evaluation via the ARC system. Summary reports of this are available online to placement clinical coordinators using a password. Any significant issues that arise are relayed to and discussed with the appropriate member of staff by the relevant Visiting Tutor or Clinical Co-ordinator.

Evaluation forms for Practice Educators to provide feedback to the University are provided either by the Visiting Tutor at the visit or via e-mail. Your feedback is welcomed.

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PRACTICE ASSESSMENT

Continuous Practice Assessment combines both formative and summative methods of assessment. While only the summative method is used to decide the outcome of the module (pass/fail) the formative feedback component helps students reflect on their own progress and enables Visiting Tutors and Personal Tutors to facilitate this.

All of the placements are assessed using the CPA form. Placement 5 in year 3 is also assessed by the Professional Practice Oral Assessment (PPOA).

Continuous Practice Assessment (CPA) This assessment reflects the entire period of the placement and is undertaken by the Practice Educator(s). It is also directly linked to the formative Student Self-Assessment described below. The Practice Educator undertakes assessment and provides feedback in an ongoing formative manner and by the formal marking of the assessment documentation.

Guidelines regarding criteria and marking are given in the Notes for Guidance which accompany the documentation, and where necessary are facilitated by the Visiting Tutors.

The learning outcomes are based on the relevant elements of the Knowledge and Skills Framework and are as follows:

Health, Safety and Security Equality and Diversity Communication Assessment and Treatment Planning Interventions and Treatment Promotion of Health and Wellbeing Personal and People Development Quality Service Improvement

The assessment system relies upon a mid-way appraisal with feedback being recorded on the CPA form (Appendix 6) so that the students are clear about how they are progressing. The final summative appraisal and feedback completes the CPA form on the penultimate or final day of the placement.

The hard copy of the CPA forms can be found in the assessment section of the student’s PP. If you prefer to type the feedback then the forms are also available on: http://hsc.uwe.ac.uk/practicesupport/Physiotherapy but need to be printed off and signed by both the Practice Educator and student and submitted by the student as usual.

Students are advised to photocopy their forms before submission placing a copy in their portfolio for future reference. It is the students’ responsibility to return the completed CPA form by the submission deadline in the module handbook. Failure to do so may result in

25

http://hsc.uwe.ac.uk/practicesupport/Physiotherapy

the placement being noted as a non-submission which could have significant implications for future progression on the programme.

Note: a minimum of 75% of the anticipated placement hours have to be completed for a CPA to be valid. Even if students have not completed sufficient hours or failed the placement they must still submit the CPA form by the deadline and the University informed.

Professional Practice Oral Assessment (PPOA)

The PPOA is timetabled early in level 3 and the mark contributes to the student’s degree classification. The PPOA is undertaken by a Practice Educator and Visiting Tutor and is pre-arranged with the student and the Practice Educator. The student is observed undertaking practice which involves assessment of a patient previously unseen by them.

All students will be informed the relevant details of the patient an hour before the PPOA begins. Normally practice is observed for a period of up to forty minutes. The assessors review any relevant patient documentation. Intervention by the assessors will only take place when there is concern that patient safety may be compromised. After the assessment students are questioned for up to a maximum of twenty minutes, during which they are expected to justify their intervention and demonstrate their clinical reasoning skills. After the assessment the students should receive immediate feedback and their mark.

The PPOA form will be brought to the placement and returned to the University by the Visiting Tutor.

MARKING ASSESSMENTS

All practice assessments are marked pass/fail. Each placement is however awarded a grade; this is based on the formative feedback awarded. The student must pass each section to pass the placement. The PPOA mark contributes to the degree classification.

The grades are awarded as follows:

Pass: Banding 40% - 59%

Merit: Banding 60% - 69%

Distinction: Banding 70% or over

Levels 1 placement marking descriptors (Appendix 7) have been written in order to clarify the assessment against the Learning Outcomes of the module and to assist in the awarding of an overall banding for each placement. Level 2 and 3 marking guidelines will follow.

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Student Self Assessment (SSA)

The SSA forms are a modified version of the CPA. Students are expected to complete this both for the mid-way and the final appraisals. It serves both as a reflective tool for students and helps facilitate their discussions with Practice Educator(s) and/or the Visiting Tutor.

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COURSE PROGRESSION

Placement passed. No action required.

Student progresses normallyField Board held in Feb/June/September.

Module marks confirmed

Award Board (1 week after Field Board) where all placement fails are discussed as there is

no automatic right to a placement re-takeProgramme Leader attends to present the views of the team and if a

retake is supported. Extenuating circumstances considered

Placement failed

Indications that the Learning Outcomes of the placement may not be met and there is a possibility that the student could fail the placement

Visiting Tutor contacted as soon as Practice Educator is aware of this and additional support for the student and Practice Educator provided

Extenuating circumstances accepted

Retake not supported

Retake passed Retake failed

No extenuating circumstances accepted

Field board confirms fail and result discussed at

Award Board

Field and Award Boards confirm marks.

Student progresses normally

Student leaves programmeStudent unable to progress in current cohort and required to re-

enrol in next academic year to facilitate re-take opportunity

Retake supported allowed

PLACEMENT ADMINISTRATION

Occupational Health checkStudents all have an occupational health check on commencement of the programme. Prior to practice placements some Trusts require evidence and this can be made available on request. Enquiries for advice should be made to the AHP department office: 0117 328 8416.

Professional indemnityIt is the responsibility of each Trust to ensure that public liability insurance is in place which covers students on placement from the university, providing they are supervised by appropriately qualified persons on placement.It is not mandatory for students to join the CSP although this gives them greater professional and personal liability indemnity cover. It is not essential unless they need cover outside their scope of working as a physiotherapy student. The programme team at UWE encourages students to join the CSP, but cannot insist.

AccommodationAccommodation is not funded by the University. Accommodation when required is booked according to the terms and conditions of the Faculty of Health and Social Care Placement Accommodation Policy.

Students who have any problems with accommodation on placement that require quick resolution should, in the first instance, contact the Accommodation Unit on 0117 328 3712. These can usually be resolved quickly over the phone in liaison with the accommodation manager/ landlord.

Students must not try to make alternative accommodation arrangements before contacting the Accommodation unit as contractual commitments may exist for which the students may become liable.

Students are asked to complete an accommodation feedback form. This is attached, for each placement, to the accommodation profile. Student feedback is important and facilitates the quality monitoring process of accommodation provided.

Travelling

Whilst travelling it is strongly recommended for professional reasons as well as health and safety to travel in your own clothes and change into uniform when you arrive. If this is not possible, uniform should be completely covered and worn for the minimum amount of time outside your placement

Dress Code GuidelinesMost but not all placements will require you to wear a uniform. Standard Uniform consists of navy blue trousers with a plain white tunic as issued in level 1. You should check the uniform requirements for each placement before you start as some may prefer a navy tracksuit with a polo shirt. White polo shirts with a physiotherapy logo can be purchased from the Student Union. Whether you are required to wear uniform or not you should be aware that you will be meeting patients/clients, therefore your dress should reflect your professional position.

29

Your appearance should be safe and hygienic and portray a professional image. See guidance below.

Hair If you have long hair, please ensure it is securely tied back and off your face. If you have short hair, it should be of a tidy appearance requiring a minimum of “maintenance”.

Jewellery

Watches

Jewellery should be kept to a minimum. Necklaces and bracelets should not be worn. If you have pierced ears, stud earrings should be worn. Any other visible piercings should be discrete and not compromise patient care.

Watches if worn should be removed during patient contact. A watch pinned to your tunic may be preferable.

General Appearance

All clothes worn whilst on placement should be well laundered and fit you.

Footwear For all students, navy or black shoes should be worn with plain dark socks. Training Shoes may be appropriate in some areas. All footwear should be kept clean and in good repair.

Professional Code of ConductStudents are required to adhere to the rules of professional conduct of the CSP and HPC.

General Trust Policies All students must adhere to all relevant local policies whilst on placement including Health and Safety, Infection Control, Equal Opportunities and Confidentiality/Data Protection. Students should be made aware of these policies as part of an induction programme at the commencement of the placement.

Accidents on placementIf a student is involved in an accident whilst on placement then they should complete an accident report form and forward this to the practice area manager and send a copy to the relevant UWE Health and Safety representative.

Compassionate LeaveStudents must obtain permission from the Clinical Educator and Visiting Tutor or Clinical Co-ordinator before taking compassionate leave.

Sickness ReportingStudents should report sickness to the placement and Faculty prior to the start of the working day. Students should contact the Faculty via the School Office: 0117 328 8416 or e-mail [email protected] and the visiting staff member should a visit be planned for that day. When students are off sick for more than three days then they should submit a self certification certificate available from the Student One Stop Shop at UWE.Following seven days sick leave a doctor’s medical certificate is required.

Clinical Hours Students are required to complete 1000 minimum clinical hours throughout the programme to register for practice. The actual working timetable of the student’s 36 hour clinical week

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mailto:[email protected]

is at the discretion of the Practice Educator. This should be in negotiation with the student, and with reference to the needs of the service and the general management of the unit.

Unless there are unusual circumstances there should generally be no requirement for students to attend the University during practice placement periods. Students must negotiate any tutorials with personal tutors or personal counselling needs with their Practice Educator before making any appointments

This handbook and other useful programme information can be obtained via:


APPENDICES31


Appendix 1

GLOSSARY

AWARD A university qualification granted to a student for successful completion of prescribed and assessed learning at a specified level confirming with the relevant provisions of the Regulations.

AWARD/EXAM BOARD

The body of approved examiners constituted in accordance with the assessment regulations and solely responsible for making decisions on student’s performance for the award of credit or for recommendations for awards of the university.

EXTENUATING CIRCUMSTANCES

Evidence submitted by a student to an exam board in explanation for absence from study, attendance, assessment or examination, or for poor performance in assessment, which the board may, at its discretion and as the regulations of the programme allow, accept and take into account in recommending an award for a student.

FIELD BOARD The body of approved examiners constituted in accordance with the assessment regulations and solely responsible for the award of credit.

FIELD A group of related modules within the University Modular Scheme. A field may represent a subject or disciplinary area, or group of disciplinary or professionally-related modules, within which learning, teaching and assessment are organized. All modules are assigned to named fields.

FORMATIVE Pertains to ongoing assessment/feedback which supports student development throughout the placement. Does not form part of the formal module assessment.

LEVEL Equates to the level of the programme, e.g. Level 1 = Year 1, Level 2 = Year 2, Level 3 = Year 3.

MODULE The smallest sub-division of teaching and assessment within the University’s Modular Scheme for which credit is awarded.

PROGRAMME Previously: award or course. The programme constitutes all modules and levels that contribute to the award.

SUMMATIVE Final marked assessment and feedback on completion of the placement – formal assessment of a module.

Appendix 2

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Inter-related dimensions of learning in the practice environment as suggested by the CSP

Experience should take account of a range of different aspects including:

Acquired Congenital Culture Environmental Gender Lifespan Psychosocial

Setting Key experiences

Aspects Physiotherapy practice

Experience should take account of arange of different aspects including:

Acquired Congenital Culture Environmental Gender Lifespan Psychosocial Social

Appendix 3

Difficulties and suggested strategies for helping dyslexic students on placement

Key experiences for the student shouldinclude working with people with:

Critical Illness Multiple pathologies Neurological dysfunction Peripheral joint dysfunction Respiratory dysfunction Soft tissue dysfunction Spinal dysfunction

Practice will be achieved in all learning experiences but can be at different levels:

Assessment Confidentiality Communication Evaluation & outcome measures Health promotion and prevention Individualised approach Information collection Physiotherapeutic intervention Record keeping Reflection Team working Treatment planning Consent Professionalism

33

Difficulty Strategies for supervisors

Memory difficulties Do not give too many instructions at once particularly if they are only given verbally

Give instructions in both verbal and written where possible Explain tasks more than once at the beginning of a supervisory

session and additional time. Give lots of opportunities for observation of self and other staff with

patients in the first few days Encourage reflection

Difficulty with writing and spelling

Allow extra time for note writing Allow students to write in rough before writing up Help the student to summarise the main points that should be

covered – using a mind map, spider diagram or flow chart may help Provide templates for forms, letters or reports Where possible use cream paper with a font that is easy to use -

arialLanguage Provide an audio tape of specific language, medical terms etc

Give clear oral instructions. Positive statements are important as some dyslexic people are not able to read between the lines or pick up on implied meaning

Be willing to repeat instructions or allow the student to have the confidence to ask questions

Encourage the student to repeat instructions back to you to ensure understanding

Documentation Arial font Cream coloured paper

Difficulty in listening and writing at the same time

Provision of handouts in advance

Difficulty with reading Provide opportunities to discuss reading Allow extra time for reading. Present the student with essential reading well in advance of

meetings, highlighting important parts if appropriate Any written information specifically produced for the students would

benefit from being ‘dyslexia friendly’: write in a logical sequence; avoid small print; use bullet points in preference to sentences; use simple words, and space the information so it is not cramped; avoid overuse of jargon or uncommon words

Use colour and space on whiteboards to differentiate sectionsCarrying out procedures

If a task involves following a sequence, this could be set out clearly on a wall chart or instruction sheet.

Demonstrate skills more than once at the beginning of the placement Supervise practice until the student is secure Diagrams can help

Difficulty with numeracy

Encourage use of calculator or other preferred learning aid Supervise drug administration

Lack of confidence / low self-esteem

Demonstrate understanding of difficulties experienced Indicate what is in place to help

Has difficulty dealing with more than one

Avoid overloading with information Encourage to make to do lists taking in to account priorities

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thing at a timeTime management Suggest timescales

Check they have a watch

Other Provide a map of the hospital/building/unit Provide a placement pack setting out useful information

Appendix 4

BLOOM’S TAXONOMY of LEARNING

PRACTICAL SKILLS

• PRACTICAL SKILLS = PSYCHOMOTOR DOMAIN • KNOWLEDGE = COGNITIVE DOMAIN • ATTITUDES/VALUES = AFFECTIVE DOMAIN

35

PSYCHOMOTOR DOMAIN

1. Cognitive Phase – The skill is perceived and intellectualised.2. Fixation Phase – The skill is performed slowly and deliberately.3. Autonomous Phase – A more co-ordinated, natural and automatic performance.4. Mastery Phase – ‘Slick’, dextrous, highly skilled.

COGNITIVE DOMAIN

1. Knowledge = recall of facts.2. Comprehension = understanding of principles.3. Application = applying acquired knowledge and principles.4. Analysis = organisation of ideas.5. Synthesis = formulation of ideas using applied and analysed knowledge.6. Evaluation = judgement of ideas.

AFFECTIVE DOMAINValues and Attitudes e.g. areas such as:-

Care and compassionDedicationDress and hygienePolitenessPersonal integrityProfessionalism

Knowledge of Bloom’s Taxonomy of Learning may assist you to: Identify entry behaviour of the student. Set suitable level objectives. Analyse student performance more objectively. Formulate constructive feedback. Improve validity and reliability of assessments. Provide a suitable and flexible clinical environment to maximise learning and

professional development.

Relevance to Clinical Educators Certain judgements have to be made regarding:-

- practical abilities,- background knowledge,- attitudes.

36

Judgements are most valid if awareness exists of:-- depth of learning,- necessary stages of learning.

Expectations are adjusted according to:-- level of training,- previous experience,- opportunities to practice.

(Bloom, 1956)

37

Section 1

Section 2

Section 3

Section 4

Appendix 5 – PLACEMENT LEARNING OUTCOMES

Year 1: Placement 1

Health, Safety and Security (Core 3) To demonstrate safe practice by

- complying with all relevant Trust policies e.g. manual handling, infection control, confidentiality, data protection

- practicing within the legal and ethical boundaries of the Physiotherapy profession.________________________________________________________________________________

Equality and Diversity (Core 6)To support equality, value diversity and demonstrate professional behaviour in line with the HPC Standards of Conduct, Performance and Ethics (2008) and the HPC Standards of Proficiency (2007) e.g. appearance, attitude, punctuality, appropriate language.

Communication (Core 1)

To demonstrate clear and appropriate verbal and non verbal skills with relevant staff and a limited range of service users without communication challenges. To meet legal standards for written documentation.

_____________________________________________________________________________

Assessment and Treatment Planning (HWB6) To demonstrate basic and effective skills in assessment. To show evidence of relevant and basic theoretical knowledge and the ability to clinically reason within a limited context. To formulate treatment plans and goals with guidance.

Interventions and Treatments incl. Promotion of Health and Wellbeing (HWB7 & HWB1) To deliver effective treatments within predictable, defined contexts using a limited range of standard techniques. To be able to select and apply a relevant exercise and demonstrate an understanding of the rationale behind it including benefits and contraindications._______________________________________________________________________________

Personal and People Development (Core 2)Through the use of a portfolio demonstrate effective learning behaviour by being able to:

- identify relevant personal goals with some guidance - identify some strengths and areas for development for the future- show evidence of appropriate change in performance in response to feedback.

Quality (Core 5)To be responsible for the quality of own work by - working within the limits of own competence - working as an effective team member.

LEARNING OUTCOMES38

Section 1

Section 2

Section 3

Section 4

Year 2: Placement 2


- complying with all relevant Trust policies e.g. manual handling, infection control, confidentiality, data protection- practicing within the legal and ethical boundaries of the Physiotherapy profession.

____________________________________________________________________



To demonstrate clear and appropriate verbal and non verbal skills including active listening with relevant staff and a range of service users without communication challenges. Written documentation should meet legal standards, be concise, logical and timely.

________________________________________________________________________________

Assessment and Treatment Planning (HWB6)To demonstrate effective skills in assessment. To show evidence of relevant theoretical knowledge, the ability to clinically reason within a range of contexts. To formulate treatment plans and goals with some guidance.

Interventions and Treatments incl. Promotion of Health and Wellbeing (HWB7 & HWB1)To demonstrate effective treatment skills within a range of contexts using a variety of techniques.

To formulate an appropriate exercise programme/plan for a service user showing an Understanding of the rationale behind it including benefits, contraindications and adherence considerations.________________________________________________________________________________

Personal and People Development (Core 2)Through the use of a portfolio demonstrate effective learning behaviour by being able to:

- write SMART personal goals with guidance - identify appropriate areas for development through self reflection- respond to feedback proactively- participate in peer assisted learning opportunities where available.

Quality (Core 5) To be responsible for the quality of own work by

- working within the limits of own competence - working as an effective team member - showing awareness of the need for workload prioritisation and effective time management.

LEARNING OUTCOMESYear 2: Placement 3

39

Section 1

Section 2

Section 3

Section 4

Section 1



- practicing within the legal and ethical boundaries of the Physiotherapy profession.________________________________________________________________________________



To demonstrate clear and appropriate verbal and non verbal skills with a range of service users showing some ability to adapt and modify where appropriate. To be able to communicate clearly and appropriately with the multi-professional team and relatives/carers where applicable. Written documentation should meet legal standards, be concise, logical and timely.

________________________________________________________________________________

Assessment and Treatment Planning (HWB6)To demonstrate fluent and systematic skills in assessment. To show evidence of relevant theoretical knowledge, the ability to clinically reason within a range of contexts. To independently formulate ideas for treatment related to problems and goals.

Interventions and Treatments incl. Promotion of Health and Wellbeing (HWB7 & HWB1)To demonstrate effective and systematic treatment skills within a range of contexts using a variety of techniques. To show how physiotherapists can promote health and exercise in the management of long term conditions.

________________________________________________________________________________

Personal and People Development (Core 2)Through the use of a portfolio demonstrate effective learning behaviour by being able to

- write SMART personal goals with guidance- identify specific, realistic action plans to address areas for development - utilise clear methods of measuring achievement of personal goals- respond to feedback proactively- actively participate in peer assisted learning opportunities where available.

Quality (Core 5)To be responsible for the quality of own work by - working within the limits of own competence - working as an effective team member - prioritising and organising own workload.


40

Section 2

Section 3

Section 4

Section 1

Health, Safety and Security (Core 3) To demonstrate safe practice by - complying with all relevant Trust policies e.g. manual handling, infection control, confidentiality, data protection - practicing within the legal and ethical boundaries of the Physiotherapy profession.________________________________________________________________________________



To demonstrate clear and appropriate verbal and non verbal skills with a range of service users showing some ability to adapt and modify where appropriate. To be able to communicate clearly and appropriately with the multi-professional team and relatives/carers where applicable. Written documentation should meet legal standards, be concise, logical and timely.

________________________________________________________________________________

Assessment and Treatment Planning (HWB6)To demonstrate fluent and systematic skills in assessment. To critically evaluate the reliability of knowledge and information and show knowledge of evidence based practice e.g. outcome measures, research literature.

Interventions and Treatments incl. Promotion of Health and Wellbeing (HWB7 & HWB1)To demonstrate fluent and systematic treatment skills within a wide range of complex contexts using a wide variety of techniques with supervision. To be able to evaluate the effectiveness of interventions and modify appropriately with guidance.

To demonstrate the ability to - modify patient management in the presence of coloured flags - address psychosocial issues.

______________________________________________________________________________________________________________

Personal and People Development (Core 2)Through the use of a portfolio demonstrate effective learning behaviour by being able to

- independently identify SMART personal goals including action plans and measures of achievement

- respond to feedback proactively- actively participate in peer assisted learning opportunities where available- write an appropriate development plan for level three placements.

Quality (Core 5)To be responsible for the quality of own work by - working within the limits of own competence - working as an effective team member - prioritising and organise own workload - to show an awareness of the issues relating to resource management.


41

Section 2

Section 3

Section 4

Section 1



- practicing within the legal and ethical boundaries of the Physiotherapy profession. ___________________________________________________________________________________________________________



To demonstrate clear and appropriate verbal and non verbal skills with staff and a wide range of service users with complex communication challenges and show evidence of the use of a variety of communication techniques e.g. persuading, influencing, reassuring and motivating. Written documentation should meet legal standards, be concise, logical and timely.

_____________________________________________________________________________________________________________

Assessment and Treatment Planning (HWB6)To demonstrate fluent and systematic skills in assessment. To be able to critically evaluate and appraise information and research literature and demonstrate a broad knowledge of a wide range of ideas and contexts.

Interventions and Treatments incl. Promotion of Health and Wellbeing (HWB7 & HWB1)To demonstrate fluent and systematic skills in treatment within a wide range of complex contexts, and with a wide variety of techniques. To be able to evaluate the effectiveness of interventions and modify appropriately. To demonstrate the ability to: modify patient management in the presence of coloured flags; address psychosocial issues; advise on lifestyle changes; and liaise with/refer to other professionals/agencies as appropriate.

______________________________________________________________________________________________________________

Personal and People Development (Core 2)To demonstrate effective learning behaviour by taking responsibility for your own personal and professional development through active participation in the assessment/appraisal process and effective use of a portfolio, including reflection and self assessment.

Quality (Core 5) To be responsible for the quality of own work by:

- working within the limits of own competence; working as an effective team member - prioritising & organise own workload; and managing resources efficiently & effectively.

Service Improvement (Core 4)To contribute to the improvement of services by:

- participating in & contributing to in-service training, peer review sessions & audit as appropriate; constructively making changes to own work; and identifying an area of service improvement and being able to discuss the issues/implications effectively.


Health, Safety and Security (Core 3)42

Section 2

Section 3

Section 4

To demonstrate safe practice by- complying with all relevant Trust policies e.g. manual handling, infection control,

confidentiality, data protection- practicing within the legal and ethical boundaries of the Physiotherapy profession.

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To demonstrate clear and appropriate verbal and non verbal skills with staff and a wide range of service users with complex communication challenges and show evidence of the use of a variety of communication techniques e.g. persuading, influencing, reassuring and motivating. Written documentation should meet legal standards, be concise, logical and timely.

______________________________________________________________________________________________________________

Assessment and Treatment Planning (HWB6)To demonstrate fluent and systematic skills in assessment. To be able to critically evaluate and appraise information and research literature independently and demonstrate a broad knowledge of a wide range of ideas, contexts and frameworks.

Interventions and Treatments incl. Promotion of Health and Wellbeing (HWB7 & HWB1)To demonstrate fluent and systematic skills in treatment within a wide range of complex contexts and with a wide variety of technique independently. To be able to independently evaluate the effectiveness of interventions and modify appropriately. To demonstrate the ability to: modify patient management in the presence of coloured flags; address psychosocial issues; advise on lifestyle changes; and liaise with/refer to other professionals/agencies as appropriate.

_____________________________________________________________________________________________________________

Personal and People Development (Core 2)To demonstrate effective learning behaviour by:

- taking full responsibility for your own personal & professional development through active participation in the appraisal process; use of a personal development plan; and effective use of a portfolio including reflection and self assessment.

Quality (Core 5) To be responsible for the quality of own work by: - working within the limits of own competence; working as an effective team member; - prioritising & organise own workload; and managing resources efficiently & effectively.

Service Improvement (Core 4) To contribute to the improvement of services by: - participating in & contributing to in-service training, peer review sessions & audit as appropriate; constructively making changes to own work; and identifying an area of service improvement and being able to discuss the issues/implications effectively.

UNIVERSITY OF THE WEST OF ENGLANDFaculty of Health & Life Sciences

BSc (Hons) Physiotherapy

CONTINUOUS PRACTICE ASSESSMENT (CPA) FORM

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Placement No. (1-6) …….. & Module code……………… Start Date…………… End Date……………

Student Name……………………………………………………… Student No………………..

Placement Location……………………………………….. Area/Specialism…………………………………………….

Practice Educator (PE) Name(s)……………………………………………………………………………………………….

Practice hours completed for the placement ……………….………….. (minimum 180 anticipated)

Absences due to (please state dates and number of hours lost):

Sickness…………………………………………………….……………………Other (specify)......…………………………………………..………………….Unauthorised……………………………………………………......................

PLACEMENT OUTCOMEEach section must be passed in order to pass the placement overall

Section 1 PASS / FAIL Health, Safety and Security (delete as appropriate)

Section 2 Equality and Diversity PASS / FAIL

(delete as appropriate) Communication

Section 3 Assessment and Treatment Planning

PASS / FAIL Interventions and Treatments incl. Promotion of Health and Wellbeing (delete as appropriate)

Section 4 Personal and People Development

PASS / FAIL Quality (delete as appropriate)

Service Improvement (3rd years on placements 5 & 6 ONLY)

PLACEMENT GRADE FAIL / PASS / MERIT / DISTINCTION (delete as appropriate)

PE signature……………………………………….……..………… Date………………………….

For the following sections please refer to the relevant learning outcomeand comment on the extent to which it has been achieved.

Section 1 Health, Safety and SecurityMidway –

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Pass/Fail onlyFinal (brief if no change from midway) -

Pass/Fail only Section 2Equality and Diversity Midway –

Pass/Fail only

Final (brief if no change from midway) -

Pass/Fail onlyCommunication Midway –

Fail/Pass/Merit/Distinction (delete as appropriate)Final -

Fail/Pass/Merit/Distinction (delete as appropriate)Section 3Assessment and Treatment Planning Midway –

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Fail/Pass/Merit/Distinction (delete as appropriate)Interventions and Treatments incl. Promotion of Health and WellbeingMidway –


Fail/Pass/Merit/Distinction (delete as appropriate)Section 4Personal and People Development Midway –

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Fail/Pass/Merit/Distinction (delete as appropriate)QualityMidway –


Fail/Pass/Merit/Distinction (delete as appropriate)Service Improvement (ONLY for 3rd years on placements 5 & 6)Midway –

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Fail/Pass/Merit/Distinction (delete as appropriate)Final –

Fail/Pass/Merit/Distinction (delete as appropriate)Midway summary (brief overview of performance at midway not a repeat of feedback in each section)

(If there is concern that the student may fail the placement this must be explicitly documentedwithin this midway summary and the visiting tutor informed)

Potential for Failure Declaration (complete only if this is applicable)

PE signature………………………………………………………………………..

Student signature………………………………………………………………….

Final Appraisal: (overall summary of feedback)

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Action points for future development:

Service user feedback: (optional and as appropriate, completed by Educator)

This document should be photocopied by the student for future reference.

This form must be submitted by the student by the submission deadline(see module handbook)

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Appendix 7 Placement Marking Descriptors - example onlyLevel 1

PLACEMENT 10-39 (Fail)

Unacceptable40 - 59 Pass

60 - 69Merit

70 - 100Distinction

1 Health, Safety & Security

Inadequate compliance with Trust policies. Does not practice within the legal & ethical boundaries of the physiotherapy profession. Unsafe to be unsupervised.

Complies with all relevant Trust policies e.g. manual handling, infection control, confidentiality & data protection.Practices within the legal & ethical boundaries of the physiotherapy profession.

Safe to be unsupervised as appropriate and seeks help when required.2 Equality &

Diversity Disrespectful, does not maintain patient dignity or privacy. Unable to adapt to age or cultural differences. Unprofessional behaviour demonstrated despite feedback given.

Shows respect for patients and maintains their dignity & privacy.Adapts to age and cultural differences appropriately.

Behaves professionally with few or no prompts needed e.g. attitude, appearance, punctuality.

Communication Unable to demonstrate clear & appropriate verbal & non-verbal communication skills with relevant staff & limited range of service users without communication challenges.Written notes do not meet legal standards.

Able to demonstrate clear & appropriate verbal & non-verbal communication skills with relevant staff & limited range of service users without communication challenges. Written notes meet legal standards.

Able to demonstrate clear & appropriate verbal & non-verbal communication skills (including active listening) with relevant staff and a range of service users without communication challenges. Written notes meet legal standards & are concise, logical & timely.

Able to demonstrate clear & appropriate verbal & non-verbal communication skills with relevant staff & a range of service users showing some ability to adapt & modify where appropriate. Able to communicate clearly & appropriately with the MPT & relatives/carers where applicable. Written notes meet legal standards, are concise, logical & timely.

3 Assessment & Treatment Planning

Unable to demonstrate basic & effective assessment skills. Unable to use basic knowledge to clinically reason within a limited context. Unable to formulate treatment plans & goals without considerable guidance.

Able to demonstrate basic & effective assessment skills. Able to show evidence of relevant & basic theoretical knowledge & the ability to clinically reason within a limited context. Able to formulate treatment plans & goals with guidance.

Able to demonstrate effective assessment skills. Able to show evidence of relevant theoretical knowledge & the ability to clinically reason within a range of contexts.Able to formulate treatment plans & goals with some guidance.

Able to consistently demonstrate effective assessment skills. Able to show evidence of relevant theoretical knowledge & the ability to clinically reason within a wide range of contexts. Able to independently formulate ideas for treatment related to problems & goals.

Interventions & Treatments incl.Promotion of Health & Well Being

Unable to deliver effective treatments within predictable, defined contexts using a limited range of standard techniques.Unable to select & apply a relevant exercise & demonstrate an understanding of the rationale behind its selection including benefits & contraindications.

Able to deliver effective treatments within predictable, defined contexts using a limited range of standard techniques.Able to select & apply a relevant exercise & demonstrate an understanding of the rationale behind its selection including benefits & contraindications.

Able to demonstrate effective treatment skills within a range of contexts using a variety of techniques.Able to formulate an appropriate exercise programme/plan for a service user showing an understanding of the rationale behind it including benefits, contraindications & adherence considerations.

Able to demonstrate effective & systematic treatment skills within a range of contexts using a variety of techniques.

Able to effectively & appropriately promote health & exercise in the management of long term conditions.

4 Personal & People Development

Unable to identify relevant personal goals, own strengths & areas for future development even with some guidance. Does not show evidence of appropriate changes in performance in respose to feedback.

Able to identify relevant personal goals, own strengths & areas for future development with some guidance.Shows evidence of appropriate changes in performance in respose to feedback.

Able to write SMART personal goals with some guidance & identify appropriate areas for development through self reflection. Able to respond to feedback & participate in PAL opportunities where available.

Able to independently write SMART personal goals & identify appropriate areas for development through self reflection. Able to respond to feedback proactively & participate in PAL opportunities where available.

Quality Does not work within the limits of own competence. Does not recognise their role within the team.

Works within the limits of own competence. Recognises their role within the team.

Works within the limits of own competence. Works as an effective team member with some guidance. Shows awareness of the need for workload prioritisation & effective time management.

Works within the limits of own competence. Works as an effective team member. Shows awareness of the need for workload prioritisation & effective time management.

Appendix 8

FACULTY POLICY FOR MANUAL HANDLINGhttp://www.uwe.ac.uk/healthandsafety/Documents/SGN030.DOC

Formal links are maintained with placement areas via the Visiting Tutor for exchange of information regarding a student’s ability to handle loads. Students have to attend Manual Handling sessions prior to going on placement. www.hsc.uwe.ac.uk/manualhandling.

Any areas of concern are discussed in respect of student manual handling activities in the practice placement areas. Where appropriate, such issues should be brought to the attention of the practice placement audit team and the Faculty Health and Safety Coordinator.

Manual Handling Operations means “any transportation or supporting of a load (including the lifting, putting down, pushing, pulling, carrying or moving thereof) by hand or bodily force. Health and Safety Executive (1992) Manual Handling Guidance on Regulations: HMSO

1 Introduction1.1 The Faculty will comply with the Manual Handling Operations Regulations.

1.2 The Faculty recognises its responsibilities to ensure that as appropriate Faculty staff and students are trained in handling of loads appropriate to their range of activities.

1.3 The Faculty will ensure the risk of injury from manual handling activities is removed or reduced to a minimum level.

1.4 Work activities will be suitably organised and appropriate equipment provided in order to avoid, or reduce, the need for manual handling of loads by staff and students, so far as is reasonably practicable.

1.5 Ongoing monitoring of the workplace (ie Faculty sites) will be undertaken by risk assessors to ensure standards for manual handling of loads conform to Health and Safety legislation and to codes of practice and other related guidelines so far as is reasonably practicable.

1.6 Information will be made available to staff and students to raise awareness of research and development in ergonomics, manual handling and related issues.

http://www.uwe.ac.uk/healthandsafety/Documents/SGN030.DOC

2. Management Responsibilities

Heads of School will ensure within their School that:

2.1 All unnecessary manual handling operations are eliminated

2.2 Full assessment of significant handling risks with written records is undertaken by a trained risk assessor.

2.3 Appropriate equipment is available and used in preference to manual handling in all appropriate situations and that full training in use is provided.

2.4 Adequate training programmes are made available and are updated to include the dissemination of information and new techniques to all staff and students

2.5 Appropriate training for all staff is undertaken, and recorded on a two-yearly basis

2.6 Students participating in practical experience as part of their programme of study undertake instruction in manual handling of loads* and use of equipment and that attendance at training sessions is compulsory and recorded* loads refer to both inanimate objects and human beings

2.7 Ratio for practical sessions is a maximum of ten students per trainer

2.8 Students undertake an update in manual handling operations every twelve months (+/- one month) and that this is compulsory and recorded

2.9 Arrangements for the assessment of individual ability to manually handle loads, with monitoring and reassessment following relevant musculo skeletal injury, illness or other change in circumstances is undertaken by the Occupational Health Service

2.10 Formal links are maintained with placement areas via the Link Lecturer for exchange of information regarding a student’s ability to handle loads

2.11 Any areas of concern are discussed in respect of student manual handling activities in the practice placement areas. Where appropriate, such issues should be brought to the attention of the practice placement audit team and the Faculty Health and Safety Co-ordinator.

2.12 An appropriate person/people is identified to be responsible for and undertake the training of their staff/students. In some circumstances it may be more appropriate for training to be arranged in conjunction with another School of the Faculty or outside agency

2.13 Ensure trainers attend updating sessions annually

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2.14 The effectiveness of policy and procedures relating to manual handling of loads is monitored and problems are reported to the Health and Safety Committee

2.15 All placements are aware of the Faculty Health and Safety Policy.

3. Staff and Student Responsibilities

Staff and students will ensure that they:3.1 Observe the Faculty policy and guidelines relating to the safe handling of loads

3.2 Participate in instruction and training as arranged; students who do not participate will not be allowed to undertake practice placements

3.3 Assist in the risk assessment process

3.4 Use correct handling techniques utilising the equipment provided

3.5 Wear suitable clothing and footwear and remove any personal effects that may impede their ability to handle loads safely

3.6 Ensure manager/lecturer is aware of any injury, illness or other circumstances, which would result in manual handling capability being impaired

3.7 Report to manager/lecturer any circumstances when safe handling techniques cannot be used or where appropriate equipment is not available.

3.8 Co-operate fully with managers/lecturers following up and/or investigating an incident

3.9 Students must be aware of Trust policy and the Faculty of Health and Social Care Policy whilst out on placement.

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