bsc (hons) physiotherapy student handbook...1 school of health sciences college of life, health and...
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School of Health Sciences
College of Life, Health and Physical Sciences
BSc (Hons) Physiotherapy
Student Handbook For 2015 Cohort
2015 / 2016 edition
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Contents 1 Welcome to the University of Brighton BSc (Hons) Physiotherapy Course 4 2. General Course Information 4
2.1 About the School of Health Sciences 4 2.2 About the BSc (Hons) Physiotherapy Course 5 2.3 Key Contacts for your Course 5
3 Aims of the Course 6 4 Learning outcomes of the Course 7 5 Structure of the course 9 5.1 The Academic Year 9 5.2 Modules 12 5.3 Module assessments 19 6 What is expected of you whilst you are on the course 21 6.1 Registration with the professional body 21 6.2 Criminal Record Check and Disclosure Barring Service 21 6.3 Fitness to Practice Policy 21 6.4 School of Health Sciences Social Networking Policy 23 6.5 CSP Rules of Professional Conduct 24 6.6 The HCPC Guidance on Conduct and Ethics for Students 24 6.7 University of Brighton policies and procedures 27 6.8 Attendance Requirements 28 6.9 Expectations of University based sessions 30 6.10 Independent Practice 33 6.11 Expectations for Work Experience and Practice Placements 34 7.0 Assessment regulations 36 7.1 Progression through course 37 7.2 Guidance for written assignments 38 7.3 Plagiarism 39 7.4 Handing in your assignments 40 7.5 Guidance for practical Assessments 41 7.6 Serious and unforeseen circumstances impacting on your assessment 41 8 Student Support 43 8.1 The Course Leader 43 8.2 The Year Tutors 43 8.3 Your Personal Tutor 44 8.4 The Module Tutors 44 8.5 Student Services 44 8.6 Ask Study Guide 49 9 Career Planning Agreement 50 9.1 Employability 51
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10 Appendices
Appendix 1 - Faculty of Health Fitness to Practice Procedure 54
Appendix 2 - Guidelines for Good Practice – Consent and 60
Confidentiality Issues
Appendix 3 – Access to University Facilities 64
Appendix 4 – Programme Specification 65
Appendix 5 – Reference Guide 82
Appendix 6 – Year calendar 2015-2016 91
Appendix 7 – Staff Contact details 92
Appendix 8 – University Assessment Criteria 94
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1 Welcome to the University of Brighton BSc (Hons) Physiotherapy Course.
Welcome to the BSc (Hons) Physiotherapy, we hope that you will enjoy your time on
the course and we look forward to working with you. This handbook is designed
support you throughout your course. It contains information for every year of the
course, the course regulations and the examination procedures. You should refer to
the information in this handbook throughout the course as it is your responsibility to
ensure that you fulfil the course requirements! The handbook is updated on an
annual basis.
If you do not understand anything, or need more information please ask someone;
your personal tutor, the course leader or another member of staff – it is very
important for you to understand the university and course processes. You can also
find more detailed information about University processes, individual modules and
day to day course business on StudentCentral.
2. General Course Information
2.1 About the School of Health Sciences
The Department of Physiotherapy was founded in 1990 and Occupational Therapy
joined in 1994. In August 1998 we all merged with the department of Podiatry to
form the School of Health Professions. The MSc Rehabilitation Science, an accelerated
programme to qualify as a physiotherapist began in 2003 and has around 20-25
students a year.
In January 2014 the School of Health Professions merged with the School of Nursing
and Midwifery to form the current School of Health Sciences. The Allied Health
Professionals (Physiotherapy, Podiatry, and Occupational Therapy), Midwifery and
Clinical Research Centre are housed on the Darley Road campus of the university and
at the Leaf Hospital (Clinical Podiatry) which is approximately 2 miles away.
Research activities for members of staff and research students are co-ordinated by
the Clinical Research Centre (CRC) and the Brighton Doctoral College.
The School is part of the College of Life, Health and Physical Sciences.
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2.2 About the BSc (Hons) Physiotherapy Course
This current version of the three year, full time, BSc (Hons) Physiotherapy course was
validated by the University of Brighton and approved by the Chartered Society of
Physiotherapy (CSP) and the Health & Care Professions Council (HCPC) in 2012.
The course is based on the ‘HCPC Standards of Proficiency’, ‘HCPC Standards of
Education and Training’, the ‘Learning and Development Principles for CSP
Accreditation for Qualifying Programmes in Physiotherapy’ and the ‘CSP
Physiotherapy Framework for Knowledge, Skills, Behaviour and Values for Graduate
Entrants to the Profession’ (CSP, 2012) all of which outline the core curriculum and
requirements for qualifying physiotherapy programmes in the UK. In addition
feedback from current students, graduates from the course, academic staff, clinicians,
physiotherapy managers and service users has been key to the development of the
course.
In line with current developments in the Physiotherapy profession this course places
an emphasis on the role of Physiotherapy in public health, exercise prescription,
patient care pathways, business & marketing and enterprise skills and working in new
and diverse practice settings.
2.3 Key Contacts for your Course
Head of Physiotherapy Dr Angela Glynn
Course leader Trish Fordham
Year 1 Tutor Dr Pirjo Vuoskoski
Year 2 Tutor Kitty Suddick
Year 3 Tutor Dr Virginia Jenkins
Examinations Officer Sharon Sneddon
Practice Placement Tutor Sarah Jane Ryan and Hazel Horobin
Programme Assistant Claire Carvey
Placement Coordinator Sara Hester
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3 Aims of the Course The aims of the course are:
1. to enable students to become physiotherapists who are autonomous, client
centred, capable and adaptable professional practitioners who will lead the
profession into the future.
2. to produce physiotherapists who are fit for practice, purpose and academic
award, in line with the Health and Care Professions Council’s (HCPC) Standard of
Education and Training and Standards of Proficiency and the Chartered Society of
Physiotherapy‘s (CSP) Learning and Development Principles and Core Standards.
3. to promote an understanding of equality, diversity and culture in order to
produce physiotherapists who provide equitable health and social care nationally
and internationally.
4. to foster the development of lifelong learning and continuing professional
development.
5. to develop reflective and self-critical practitioners.
6. give graduates skills and experiences of communication in a range of health
and social care settings.
7. to produce physiotherapists who are able to work collaboratively within an
interprofessional team.
8. to develop physiotherapists with knowledge of the current political, social,
economic and institutional factors that impact on the health and wellbeing
economy and inform the delivery of physiotherapy nationally and internationally.
9. to develop practice within the legal and ethical boundaries of the profession.
10. to produce physiotherapists who promote a culture of health, wellbeing and
self –management.
11. to foster a culture of sustainability amongst physiotherapists.
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4 Learning outcomes of the Course Knowledge and Theory Graduates of the course will:
1. Have a systematic understanding of and be able to apply the theory and
evidence base of physiotherapy.
2. Have a knowledge and understanding of biological, physical, social,
psychological and clinical sciences and be able to apply these to health and
social care needs through practice.
3. Apply the principles of assessment and examination to evaluate the health and
wellbeing needs of the individual.
4. Understand how to design and implement clinical audit and be able to use the
outcomes of research, audit and clinical guidelines to address specific issues to
support and develop high quality physiotherapy practice.
5. Have an understanding of ethics and governance in health and social care.
6. Understand and evaluate current health and social care policies and appreciate
their relevance to health and social care, health promotion and education and
the responsibility of the profession to contribute to such policies.
7. Understand, evaluate and respond to new models of service provision and
adopt innovative approaches where appropriate
8. Use new technologies as part of their practice to promote and evaluate best
practice
Skills Academic / Transferable skills for Physiotherapists
Graduates of the course will:
1. communicate effectively with service users, carers, other team members and
the wider population
2. access, analyse and critically evaluate information from a wide range of sources
to support best practice
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3. perform a logical, effective and holistic assessment, based on current scientific
information and including information from the service user and other
professionals.
4. Use clinical reasoning and problem solving skills to collaboratively plan on-going
management strategies for the individual’s health and wellbeing and social care
needs.
5. Be able to implement the individual’s management plan using a range of
physiotherapy skills, working towards enabling self-management.
6. be able to maintain records effectively and appropriately
7. be able to justify physiotherapy interventions, based on recognized standards
8. Be able to use validated and appropriate outcome measures to underpin their
practice and service provision.
9. Be able to communicate information relating to health promotion, education
and dissemination of research and audit findings to a range audiences.
Professional Skills
Graduates of the course will:
1. practise within the legal and ethical boundaries of the profession
2. consider patient safety in all aspects of their practice and practice
environment
3. work as an autonomous practitioner using initiative in accordance with current
professional codes and scope of practice, seeking guidance where appropriate
4. use feedback and clinical reflection to understand and develop their own
behaviour and practice
5. respect and value cultural diversity and uphold the individual’s rights, dignity
and autonomy by working in accordance with legislation, policies, procedures
and best practice
6. demonstrate respect for the individual by acknowledging their unique needs,
preferences and values, and empower them to make informed choices in
their management
7. collaborate through participation in professional networks to share best
practice, ideas and develop communities of practice.
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8. work effectively as a member of a team in order to meet the responsibilities of
professional practice
9. maintain fitness for practice through career long reflection and self-directed
learning.
5. Structure of the Course
5.1 The Academic Year
The course runs for 3 years with 2 semesters a year, both semesters are 15 weeks
long.
• Each 15-week semester is composed of 13 designated teaching weeks and 2
assessment weeks.
• The first runs from October to the end of January.
• The second runs from February to June.
• There are normally sixty credits of modules in each semester
• Each single module is weighted at 10 credit accumulation and transfer scheme
(CATS) points, double modules are weighted at 20 CATS points, triple modules at 30
CATS points.
• The level of each module is indicated in the module outlines and reflects the
progression of learning and skill development. Level 4 modules run in year 1, level 5
in year 2, and level 6 modules in year 3 of the course.
Year 1
Year 1 of the Course has been designed to introduce you to what it means to be a
Physiotherapist as a professional; it focuses on some of the core behaviours, beliefs
and values on which we base our practice. It is also where you study the key
underpinning knowledge of anatomy, physiology and pathophysiology which you will
need to use as you move through the Course. A range of Physiotherapy skills are also
introduced in year 1, for example the Mandatory training in Manual Handling and
Basic Life Support, specific treatment skills such as exercise prescription, hot and cold
therapy and use of mobility aids. We also consider the role of the Physiotherapist in
Health Promotion and introduce the pathology and management of musculoskeletal
conditions – this will be linked to the skills that you are learning. An introduction to
health psychology and health related behaviour will enable you to take a wider view
when considering your role as a physiotherapist.
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Threaded through the year will be the development of your academic skills such as
searching for literature, reading academic papers, academic writing and reflective
practice. We feel it is very important for you to get experience with people early on in
the course, and during semester 2 you will undertake some regular work experience
with a voluntary organisation, which will be arranged through the University. This will
enable you to develop your interpersonal skills, build your confidence and to relate
what you are learning to the real world setting and also to bring your experience of
working with people back into the academic setting.
Year 2
Three double modules in the core areas of Physiotherapy practice, Cardiorespiratory,
Neurology and Neuromusculoskeletal, are studied at the beginning of year 2. These
modules draw on the foundation of year 1 and introduce some specialist knowledge
and skills in these clinical areas.
In preparation for clinical practice your knowledge of Health Psychology and
Behaviour is developed to focus on Communication. Research methods are
introduced and you have the opportunity to design and undertake some small scale
investigations. After Easter you will go out on your first 6 week practice placement.
Either side of that placement is a module which gives you the opportunity to explore
the context of clinical practice as you look into the ever increasing range of settings in
which Physiotherapists practice and the range of patients what you may work with in
these settings.
Year 3
Year 3 of the course is dominated by your remaining 4 practice placements, giving you
a range of experiences in different practice settings. During year 3 you will also
undertake your research for which you will work with a specified tutor in a small
group to produce a literature review and then develop a research proposal. To ensure
you are fully prepared to enter professional life at the end of the course the final
module will involve contributions from local clinicians, managers and private
practitioners as well as our own University careers advisors as you further develop
your own professional profile and plan for the future.
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Period of Registration
As this course leads to registration as a Health Professional the normal period of
registration for this course is 3 years and the maximum period of registration is
normally 5 years.
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5.2 BSc(Hons) Physiotherapy Course Structure KEY = shared modules = clinical * = includes IPE year 1 year 2
Semester 1 Semester 2 Easter
PT612 Practice Placement 2 6 weeks 20 credits
PT600 Professional Development for Physiotherapists * 10 credits
PT410 Physiology 10 credits
PT411 Pathophysiology 10 credits
PT412 Exercise for Health 10 credits
PT413 Clinical Anatomy and Biomechanics 20 credits
PT425 Health Ψ and Health Related Behaviour 10 credits
PT424 Musculoskeletal Physiotherapy 20 credits
PT423 Clinical Anatomy 2 10 credits
PT518 Research Methods in Healthcare 10 credits
PT507 Cardiorespiratory Physiotherapy and Rehabilitation 20 credits
PT515 Health Ψ and Communication 10 credits
year 3
PT521 Practice Placement 1 6 weeks 20 credits
PT529
PT422 Rehabilitation through Exercise 10 credits
PT529
PT613 Practice Placement 3 6 weeks 20 credits
PT625 Practice Placement 5 6 weeks 20 credits
PT624 Practice Placement 4 6 weeks 20 credits
PT608 Research for Evidence Based Practice 30 credits
PT608
Christmas
PT504 Neuromusculoskeletal Physiotherapy and Rehabilitation 20 credits
PT506 Neurological Physiotherapy and Rehabilitation 20 credits
PT400 The Physiotherapist as a Professional * 20 Credits
PT529 Health care across practice settings * 20 Credits
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5.2 Modules This section provides a brief overview of the individual modules you need to take on this course. More detailed information on the individual modules can be accessed on student central. Year 1 PT400 The Physiotherapist as a Professional This module aims to provide students with the academic skills required to study at an undergraduate level. It will introduce students to professional and inter-professional practice and provide them with an insight into the role of the physiotherapist in promoting health and well-being. It is also designed to familiarise students with the role and requirements of the professional and regulatory bodies and develop the practice of Continuing Professional Development (CPD) and Life Long Learning (LLL). It will meet requirements for mandatory training in preparation for practice and enable students to develop and practise a range of manual handling skills, and consider their application in the clinical setting. Students will be introduced to the structure and organisation of health and social care provision, the role of voluntary agencies and the ability to communicate with people in a professional capacity in health and social care environments will be developed. Reflective practice will be introduced through the work experience in a health and social care settings. Content: Searching for information using electronic databases, keeping track of reading and referencing, developing a scientific writing style, descriptive statistics, presentation skills, reading scientific literature, reflective practice, writing skills, critical thinking, action learning sets. Codes of Professional Practice, healthcare ethics, the law & its relevance to practice. An introduction to the Chartered Society of Physiotherapy (CSP) and the Health and Care Professional Council (HCPC) and their requirements. Reflective practice Role of the Physiotherapist in the promotion of health & well being, issues for the inter-professional team. Continuing Professional development and lifelong learning. Interpersonal skills and working in a team. Health and Safety: Manual handling, Basic life support, Infection control, Risk assessment Fire safety Guidelines for working with vulnerable adults Structure of and working within health, social care and voluntary organisations Work experience in a health, social care or voluntary agency setting
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PT410 Physiology This module will provide the student with a knowledge of physiology to enable them to explain the normal function of the human body, with emphasis on systems of particular importance to physiotherapy It relates to other modules where a knowledge of physiology is essential for understanding, e.g. pathophysiology and Applied Physiotherapy Skills. Content: Homeostasis and feedback mechanisms Tissue types Stress and the endocrine system Cardiovascular system Respiratory systems Neurophysiology Relevant practical skills e.g. taking blood pressure PT411 Pathophysiology This module will introduce the students to basic concepts in pathology and physiology, pharmacology in to physiotherapy practice. Students will be able to discuss the factors influencing physiotherapy management. It will emphasize the scope of physiotherapy and the links to theory and techniques taught in other modules Content: Immunity, general and acquired, including inflammation and oedema. The healing of different types of tissues. Basic pharmacokinetics and pharmacodynamics. An introduction to indications, contraindications, adverse reactions and toxicity. Other topics will include diabetes, pain, cellular abnormalities, wound and tissue healing. The factors influencing physiotherapy management of these conditions will be discussed in relation to the underlying pathophysiology. Practical classes will include hot and cold therapies and relaxation. PT412 Exercise for Health The module will introduce technical language and documentation in relation to exercise. It will enable students to assess, prescribe and begin to evaluate exercise for health and fitness in healthy populations. Students’ basic handling and communication skills for teaching and delivering exercise programmes will be developed. Exercise physiology theory will be introduced. The module will allow students to develop an understanding of the role of the physiotherapist in exercise for health. Content: Assessment of and exercise prescription for; Cardiovascular and muscular health and fitness, balance and range of movement in healthy populations. Current guidelines for exercise prescription. Motor learning theory Analysis of exercise performance. Safety considerations when prescribing exercise in healthy populations including safe use of a range of exercise equipment. Progression and regression of exercise prescription. Supervising exercise for individuals and groups. Exercise physiology; responses of the body during exercise, adaptations in response to exercise interventions. Role of the physiotherapist in exercise for health promotion.
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PT 413 Clinical Anatomy and Biomechanics This module provides a first introduction to the study of anatomy, including basic terminology, and progresses to a detailed study of the bones, joints and muscles of the lower quadrant. The practical skills of identifying the relevant structures in the living body are taught in parallel with the theory. The basic principles of mechanics are also covered and applied to the human body to increase understanding of functional anatomy. The measurement of joint range of motion of the knee joint using a goniometer will be covered. Content: Introduction to the terminology of anatomy Introduction to the study of osteology, myology and arthrology Overview of the organisation of the anatomy of the body Detailed study of the osteology of the lower quadrant Detailed study of the myology of the lower quadrant Detailed study of the arthrology of the lower quadrant Overview the structure of the spinal cord, the formation of a mixed spinal nerve, and the plexuses Overview the peripheral nerve supply of the lower quadrant Overview the blood and lymphatic supply of the body Mechanics of the human body eg forces, moments, levers, mechanical advantage, resolution of forces, ground reaction forces and momentum. PT424 Musculoskeletal Physiotherapy This module is designed to give an introduction to musculoskeletal physiotherapy, focussing on the clinical area of peripheral and spinal orthopaedics and rheumatology. It will include both the theoretical and clinical approaches to clinical problems in this area. Content: Pathology relating to orthopaedics, including soft tissue injuries, fractures and dislocations, the most common degenerative and rheumatological joint diseases, complications and associated conditions. Physiotherapy and inter-professional management in rheumatology & orthopaedics, introducing them to current and evidence based pathways in accordance with the musculoskeletal framework (DoH, 2006). Practical skills e.g. walking aids, gait training, TENS and interferential therapy. PT425 Health Psychology and Health Related Behaviour This module is intended to provide students with a good foundation in the theory and application of health psychology in clinical practice. The module encourages an appreciation of the importance of psychological and social factors in health, disease and therapeutic outcomes. Content: Definitions of health; mind-body interactions; lifestyle influences on health; spirituality and health; health and illness behaviours; sick role theory; triggers for seeking help; personality and health behaviour; concordance and non-concordance with treatment; physiology and psychology of stress; predictive models of health-related behaviour.
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PT422 Rehabilitation through Exercise This module will develop exercise design and prescription skills to enable to students to develop safe and effective exercise programmes for people at different stages of rehabilitation, those with chronic conditions and for specific patient populations. It will enable students to apply their knowledge of the underlying conditions to modify aims and exercises appropriately and to understand the use of exercise in the management of patients in physiotherapy practice. Content: Current guidelines for exercise prescription in specific conditions, patient populations and stages of rehabilitation. Safety considerations when prescribing exercise in patient populations. Consideration of exercise physiology, pathophysiology and specific problems of patient populations which influence exercise prescription. Identification of aims of exercise for different patient groups, modification of exercise design for cardiovascular fitness, muscle strength, power and endurance, balance and range of movement Progression and regression of exercises Recording of exercise programmes for clinical records and patient information. Proprioceptive neuromuscular facilitation Use of wheelchairs. Role of the exercise in the management of patients in physiotherapy practice. PT423 Clinical Anatomy 2 This module continues the study of anatomy started in Anatomy and Biomechanics (PT 413) and concentrates on the detailed study of the bones, joints and muscles of the upper quadrant. The practical skills of identifying the relevant structures in the living body are taught in parallel with the theory. Measurement of joint range of motion using a goniometer will be covered. Revision of palpation of the lower quadrant is also included in this module and the students are also required to integrate their understanding of the structure and function of both quadrants. Content: Detailed study of the osteology of the upper quadrant Detailed study of the myology of the upper quadrant Detailed study of the arthrology of the upper quadrant Overview the peripheral nerve supply to the upper quadrant Overview the blood and lymphatic supply to the upper quadrant A review the practical component of Anatomy and Biomechanics (PT 413) Year 2 PT504 Neuromusculoskeletal Physiotherapy and Rehabilitation This subject is a core skill of any physiotherapist working in a hospital, private practice or community setting. This module sets out to prepare the student for the examination, assessment, treatment and management of patients with neuromusculoskeletal dysfunction. Safe, efficient and effective management of patients with neuromusculoskeletal dysfunction necessitates the need for effective communication and handling skills, and an understanding of sound clinical reasoning. Content: Subjective and physical examination and assessment, Treatment planning and techniques including soft tissue treatment techniques, Ultrasound and Laser. Physiotherapy management strategies Ergonomics. Subjective history taking will be formatively assessed using a mixture of staff and peer review at various stages throughout the module
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PT506 Neurological Physiotherapy and Rehabilitation This module builds upon previous knowledge and understanding of human movement and physiology and integrates this with a detailed exploration of pathological processes in several major adult and paediatric neurological conditions. This will ensure that the student can plan a rehabilitation programme for adults with common neurological conditions. Theoretical and practical aspects of neurological rehabilitation including; therapeutic handling and positioning, assessment, problem solving and treatment planning. Current advances in neurological rehabilitation, e.g. strength and fitness. Concepts and practice settings for neurological physiotherapy. Content: Adult Neurological conditions to include: Stroke, Parkinson’s Disease, Spinal Cord Injury, Multiple Sclerosis, Motor Neurone Disease, Guillain-Barre Syndrome, Acquired Brain Injury. Paediatric conditions to include Cerebral Palsy, Down’s Syndrome. The module will cover normal neurological development and consider the importance of the achievement of developmental milestones. This module has been designed to build on the foundations of practical skills acquired in year one. Students will develop clinical reasoning, problem solving skills and enhanced practical skills in order to provide appropriate treatment and overall management for a variety of patient groups. The application of theoretical knowledge from other modules will be emphasised to facilitate integration between theory and practice. Current advances in neurological rehabilitation: for example: strength and fitness in neuro – rehabilitation. Concepts in neurological physiotherapy and neurological rehabilitation. PT507 Cardiorespiratory Physiotherapy and Rehabilitation Cardiorespiratory physiotherapy is a core skill for any physiotherapist working with patients in a variety of settings from acutely ill patients in the intensive care or high dependency unit to people with stable chronic disease in the community. This module sets out to prepare the student for dealing with the cardiorespiratory patient using evidence based physiotherapy and to understand how these types of disorder may impact on patients’ lives. It will familiarise students with the multidisciplinary nature of care involved in supporting people with cardiorespiratory disease and enable the student to start to use appropriate outcome measures to assess effectiveness of treatment. It will also give the student the experience of working in a team to help decide upon an appropriate treatment for a patient and the opportunity to use some e-learning tools. Content: Applied cardiorespiratory physiology, anatomy and normal values. Pathology of and physiotherapy for those with chronic lung disease, other respiratory conditions, cardiovascular diseases and for those undergoing major surgery. Respiratory failure, intensive care and ventilation. General and physiotherapy management of cardiorespiratory patients, including the role and input of the multidisciplinary team. Examination and assessment of the cardiorespiratory patient, treatment planning, identification of outcome measures. Airway clearance techniques, techniques to decrease the work of breathing and increase lung volume, cardiac and pulmonary rehabilitation. Evidence base for cardiorespiratory physiotherapy.
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PT515 Health Psychology and Communication This module seeks to prepare health students for working effectively with patients and colleagues in the clinical environment. It focuses on communication skills and the nature and individual interpretation of health and illness. Content: Theories of addiction and addictive behaviours; communication skills; personality and health behaviour; psychology of acute and chronic pain; social cognition theories; principles of health promotion; patient-practitioner relationships; cultural issues and health; psychology in clinical practice; death and dying; health inequalities PT518 Research Methods in Healthcare This module provides a sound theoretical understanding of research methods and audit in the healthcare field. In addition the students will be taking part in two exercises in designing and carrying out data collection to answer a research question, one in the qualitative field and one in the quantitative field. This will consolidate their understanding of the research process and will facilitate their ability to understand and evaluate published research. Content: The content of the module will consist of ; the research process; introduction to qualitative research; introduction to quantitative research; audit; quantitative data analysis and statistics; qualitative analysis techniques; reliability, validity and experimental design; survey and questionnaire design; data collection and interview skills, ethics and research; critical analysis of research papers. PT529 Healthcare across Practice Settings This module will focus on the skills and knowledge required by physiotherapists working across practice settings. The positive patient centred approach will be an important theme together with expansion of healthcare provision and predictions of future health care direction. User experiences, specialist clinicians and current clinical and scientific evidence will be employed to support learning. Content Service provision across the practice settings, acute to community, intermediate care, residential care, palliative care, discharge planning, multi-agency working, appropriate referral to other agencies, multidisciplinary team working and non-traditional environments, diverse and innovative practice areas. There will be service user involvement and consideration of patient groups such as learning disabilities and patients with dementia will be used to help illustrate working across practice settings. PT521 Practice Placement 1 This module focuses on the development of the student’s knowledge, skills and attitudes in the practice setting. During the course of the module the student is in direct contact with patients and develops their ability to solve problems and evaluate their treatment/management programmes to meet the needs of individual patients/clients. Content 6 weeks practical experience in a practice setting. Integration of knowledge, skills and attitudes specific to the area of practice.
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Year 3
PT600 Professional Development for Physiotherapists To prepare the students for graduation and job applications, and being a qualified health professional. To promote their professional development. Content:: CV development, job applications, job interview preparation, writing personal statements, managing feedback from placement, entrepreneurial activity up date, current issues in the professional arena, e.g. Any Qualified Provider, extended patient choice, extended scope of practice. Enhancing student employability through specialist input, e.g. ergonomic assessment, sports physiotherapy, entrepreneurial skills. PT626 1,000 Clinical Hours This module is a means of recording that you have completed the required number of clinical hours for qualification (1,000) during the course. 5.3 Module Assessments The Course has been designed to ensure that the module assessments relate to the overall learning outcomes for the course as well as the individual knowledge and skills covered in the module. There is a range of different assessments throughout the course, allowing you the opportunity to demonstrate your skills and knowledge in a variety of ways. Each module area in StudentCentral holds the following information; Date assessment task will be set, Assessment method, Examination date/time or date of submission of assessment, Who to contact if you need an extension, Pass mark, Assessment word limit, Date of publication of results (subject to examination board ratification) and how results will be given to you.
PT612, PT613, PT624, PT625 Practice Placements These modules focus on the development of the student’s knowledge, skills and attitudes in the practice setting. During the course of the modules the student is in direct contact with patients and develops their ability to solve problems and evaluate their treatment/management programmes to meet the needs of individual patients/clients. Students in year three of the course will be required to reflect on and evaluate their practice and to manage an appropriate caseload with increasing autonomy and accountability. Content: 6 weeks practical experience in a practice setting. Integration of knowledge, skills and attitudes specific to the area of practice.
PT608 Research for Evidence Based Practice This module allows students to work in small groups to collaborate on an extended literature review of a topic area relevant to physiotherapy practice and then produce an individual write up of this work. The small groups will work with the guidance of a tutor to conduct the literature review and then identify a research question arising from this work. Students will then develop a research design to address this question and submit an individual research proposal. Content: Group supervision and directed learning to undertake an extensive literature review and research design, which will include reflection on previous modules in particular critical evaluation skills, evidence based practice and research design which is embedded in the level 5 academic modules.
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The table below shows the range of assessment tasks for the course.
Year 1 Module Assessment PT400 The Physiotherapist as a Professional 1. Mandatory Training completed in class
(pass/ fail) 2. Completion of minimum 30 hours of work experience 3. Essay (100%)
PT410 Physiology 1. Multiple Choice Exam PT411 Pathophysiology 1. Essay PT412 Exercise for Health 1. Leaflet (50%)
2. Practical exam (50%) PT413 Clinical Anatomy and Biomechanics 1. Short answer written examination PT424 Musculoskeletal Physiotherapy 1. Verbal presentation evaluating website PT425 Health Psychology and Health Related
Behaviour 1. Essay
PT422 Rehabilitation through Exercise 1. Written exercise programme (50%) 2. Practical exam (50%)
PT423 Clinical Anatomy 2 1. Practical exam and viva Year 2 PT504 Neuromusculoskeletal Physiotherapy
and Rehabilitation 1. Practical electrotherapy skills assessed in
class (pass/fail) 2. Practical exam (100%)
PT506 Neurological Physiotherapy and Rehabilitation
1. Practical exam and viva
PT507 Cardiorespiratory Physiotherapy and Rehabilitation
1. Practical exam and viva
PT515 Health Psychology and Communication
1. Viva
PT518 Research Methods in Healthcare 1. Reflective evaluation (50%) 2. Literature review (50%)
PT529 Healthcare across Practice Settings 1. Patchwork assessment (reflective essay) PT521 Clinical Practice Placement 1 1. Continuous assessment Year 3 PT612 Clinical Practice Placement 2 1. Continuous assessment PT613 Clinical Practice Placement 3 1. Continuous assessment PT624 Clinical Practice Placement 4 1. Continuous assessment PT625 Clinical Practice Placement 5 1. Continuous assessment PT608 Research for Evidence Based Practice 1. Individual extended critical literature
review (60%) 2. Group research proposal outline (40%)
PT600 Professional Development for Physiotherapists
1. CV (30%) and reflective personal statement (70%)
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6. What is expected of you whilst you are on this course. 6.1 Registration with the Professional Body
It is a course regulation that;
‘All the students must be registered with the Chartered Society of Physiotherapists (CSP)
as student physiotherapists.’
This is a requirement as your membership with the CSP provides your insurance when on
practice placement. In addition there are many other professional benefits to being a
student member as you become an active member of the profession right from the start of
your training.
6.2 Criminal Record Checks
‘Students will be required to have an enhanced Disclosure and Barring Service (DBS) check
on admission to the programme and in years 2 and 3.’
This is a course regulation. You are responsible for your own conduct - if you are involved in
any criminal misconduct or incident after the registry has obtained your DBS clearance you
must inform the course leader. The development of a criminal record may lead to exclusion
from the course. Criminal activity can lead to a disciplinary hearing and could mean that you
cannot gain registration with the CSP, the HCPC and subsequently will not be able to gain
employment as a Physiotherapist.
6.3 Students must comply with the University Fitness to Practice Policy.
The University Fitness to Practice Procedure is designed to complement the University of
Brighton’s Student disciplinary procedure, by allowing the consideration of alleged cases on
the principle of Fitness to Practice. It is noted that in some cases, the approval of an award
leading to accreditation by a particular Professional Body may be dependent on the
establishment of an appropriate Fitness to Practice procedure.
Fitness to Practice may be understood in this context as the ability or competence to meet
the standard of practice required by the relevant professional, statutory or regulatory
body, and to maintain these standards. The Fitness to Practice Procedure may be applied in
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cases where a student is alleged to have fallen short of these standards with respect to
professional conduct, or due to ill health. The main purpose is to maintain the standards of
practice of students studying for awards leading to professional registration within the
School of Health Sciences, in order to protect the public from unsafe registrants.
The procedure applies to any student studying for an award leading to registration with a
professional, statutory or regulatory body, the requirements for which are not covered by
procedures elsewhere in the School/University. The standards applied in this procedure will
be those pertaining to the codes of conduct set down by the professional, statutory or
regulatory bodies not covered in this way, and currently the Health and Care Professions
Council, is one of these. Full details of the procedure can be found in Appendix 1.
As a student Physiotherapist the CSP Rules of Professional Conduct (6.5) are one of the
standards that you are required to uphold, and although these have been superseded by
the CSP Code of Professional Values and Behaviour which take a wider view of professional
behaviour, these rules still apply to both qualified and student physiotherapists, and are
used in disciplinary procedures.
The full CSP Code of Professional Values and Behaviours, which you are also expected to
adhere to at all times, can be found on line at;
http://www.csp.org.uk/professional-union/professionalism/csp-expectations-
members/code-professional-values-behaviour and is also posted as a document on
StudentCentral in the ‘Course Information’ area.
Confidentiality in this context refers to identity of patients, staff, research participants and
workplace locations. You should not include information that allows the identification of
individuals or specific NHS Trusts, workplaces or groups in any of your essays or research.
For example you should not name a Trust when discussing research or your experiences in
class of in writing.
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6.4 Professional Behaviour on Social Networks
School of Health Sciences Social Networking Policy
You are required to adhere to the codes of conduct and professional behaviours in all public aspects of your life, and this includes your presence on social networking sites. With the use of social networking increasing it is important that students adhere to the following School guidelines:-
• The standards of behaviour and conduct expected of students in face to face interactions apply equally to the use of social media.
• The language used should adhere to university guidance in relation to equality, diversity, harassment etc. All existing University of Brighton policies (e.g. conduct and discipline) also apply to the use of social media.
• Entries on social networking sites should avoid bringing School of Health Sciecnes (SHS) or the University into disrepute and should not compromise university staff or other students.
• Health Professions students are subject to professional and regulatory codes of conduct. Social networking content (including photos) should adhere to the required standards. Failure to do so may jeopardise future professional registration.
• Students should adhere to any University recommendations for privacy settings. • Formal consent should be given before photographs of students or staff are
displayed on social media. A standard form is available from the administrative office (RD 128) for this.
Students are reminded not to put anything on social networking sites that they would not want university management or prospective employers to have access to.
6.5 CSP Rules of Professional Conduct
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Rule 1 Scope of practice Chartered physiotherapists shall only practice to the extent that they have established, maintained and developed their ability to work safely and competently and shall ensure that they have appropriate professional liability cover for that practice. Rule 2 Relationships with patients Chartered physiotherapists shall respect and uphold the rights, dignity and individual sensibilities of every patient. Rule 3 Confidentiality Chartered physiotherapists shall ensure the confidentiality and security of information acquired in a professional capacity. Rule 4 Relationships with professional staff and carers Chartered physiotherapists shall communicate and cooperate with professional staff and other carers in the interests, and with the consent, of their patient; and shall avoid inappropriate criticism of any of them. Rule 5 Duty of report Chartered physiotherapists have a duty to report, to an appropriate authority, circumstances which may put patients or others at risk. Rule 6 Advertising Chartered physiotherapists shall ensure that advertising in respect of their professional activities is accurate and professionally restrained. Rule 7 Sales of services and goods Chartered physiotherapists shall not sell, supply, endorse or promote the sale of services or goods in ways which exploit the professional relationship with their patient. Rule 8 Personal and professional standards Chartered physiotherapists shall adhere at all times to personal and professional standards which reflect credit on the profession; behaviour, approach and dress should not cause offence to the patient and carer.
6.6 The HCPC Guidance on Conduct and Ethics for Students
You are also required to adhere to The HCPC Guidance on Conduct and Ethics for Students,
and these will also be taken into consideration during and Fitness to Practice procedure. The
guidance is set out below, with a full copy available on line at;
http://www.hpc-
uk.org/assets/documents/10002C16Guidanceonconductandethicsforstudents.pdf and is
also posted as a document on StudentCentral in the ‘Course Information’ area.
HCPC Guidance on conduct and ethics for Students
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1.You should always act in the best interests of your service users. – You should respect a person’s right to have their interventions carried out by a professional and not a student. – You should not exploit or abuse your relationships with service users. – You should treat everyone equally. – You should not do anything that you think will put someone in danger. – If you are worried about a situation which might put someone at risk, you should speak to a member of the placement team or your education provider. 2.You should respect the confidentiality of your service users. – You should keep information about service users confidential, and only use it for the purpose for which it was given, unless the information raises concerns about a situation where someone may be at risk. – You should not knowingly give any personal or confidential information to anyone who is not entitled to access it. – You should remove anything that could be used to identify a service user from confidential information which you use in your assessment. – You should follow local policies or guidelines if you want to use information that may identify someone in your assessments. – You should follow local policies or guidelines on confidentiality produced by your education provider or placement provider. 3.You should keep high standards of personal conduct. – You should be aware that conduct outside of your programme may affect whether or not you are allowed to complete your programme or register with us. – You should be polite with service users, your colleagues and the programme team. – You should make sure that your personal appearance is appropriate for your placement environment. – You should follow your education provider’s or placement provider’s policy on attendance. 4 You should provide any important information about your conduct, competence or health to your education provider. – You should tell your education provider and placement provider about any existing health conditions or changes to your health which may put your service users or yourself at risk. – You should tell your education provider if you are convicted of, or cautioned for, any offence. 5 You should limit your study or stop studying if your performance or judgement is affected by your health. – You should get help from a doctor or an occupational health professional if you are worried about your health. – You should be aware that you may put your service users or yourself at risk if your performance or judgement is affected by your health. 6 You should keep your professional knowledge and skills up to date. – You are responsible for your own learning. – You should think about and respond positively to feedback you are given. 7 You should act within the limits of your knowledge and skills. – You should only carry out an unsupervised task if you feel that you have the appropriate knowledge and skills.
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– You should make sure that you are appropriately supervised for any task that you are asked to carry out. – You should ask for help when you need it. – You should make sure that you do not claim that you have knowledge and skills which you do not. 8 You should communicate effectively with service users and your education provider and placement providers. – You should take all reasonable steps to make sure that you can communicate appropriately and effectively with service users. – You should communicate effectively and cooperate with colleagues to benefit service users. – You should communicate effectively and cooperate with the programme team and placement team. – Where appropriate, you should share your knowledge with colleagues. 9 You should get ‘informed consent’ from service users to carry out any intervention, except in emergencies. Informed consent is when someone has all the information they need, in a format they can understand, to make a decision about whether or not they want to give their permission to have a particular intervention. You should do the following (except in emergencies). – You should make sure that before you carry out any intervention, the service user is aware that you are a student. – You should make sure that the service user has given their permission for the intervention to be carried out by a student. – You should explain the intervention you are planning to carry out. – Before you carry out any intervention, you should explain any risks associated with it. – You should follow your education provider’s or placement provider’s policy on consent. 10 You should keep accurate records on service users. – You should make sure that any information you put in someone’s record is accurate and clear. – You should protect information in records from being lost, damaged, accessed by someone without permission or tampered with. 11 You should deal fairly and safely with the risks of infection. – You should make sure that you take all appropriate steps to deal with the risks of infection. – You should follow your education provider’s or placement provider’s policy on managing the risks of infection. 12 You should behave honestly. – You should not pass off other people’s work as your own. – You should make sure that you reference other people’s work appropriately. – You should make sure that you truthfully and accurately fill in any documents. – You should not let any improper financial reward influence the advice and services you provide, or the products you recommend. – You should follow your education provider’s policies on ethics when carrying out research.
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13 You should make sure that your behaviour does not damage public confidence in your profession. – You should be aware that your behaviour may affect the trust that the public has in your profession. – You should not do anything which might affect the trust that the public has in your profession. The following examples may be deemed to have breached the above professional rules and codes:
• Incapacity to work due to the influence of alcohol or drugs. • Misuse of equipment or materials or deliberate damage to the educational or
practical placement setting. • Plagiarism; the presentation of other people’s work as your own. • Deliberate falsification or incomplete patient records. • Failure to disclose and/or continuing to practice with any health condition that could
affect your judgement or your ability to safely manage your patients. • Failure to communicate information effectively with the practice placement team
which may put a patient at risk • Presenting yourself as, or allowing people to think that you are a qualified
physiotherapist. • Making comments in a public forum, for example social networking sites, that could
breach confidentiality, or bring the University or Physiotherapy into disrepute. • Causing other members of the University Community or Practice Placement teams to
feel threatened or uncomfortable through your remarks or interactions with them. 6.7 Students must comply with the University of Brighton policies and procedures
These are set out in the Student Handbook which is available on StudentCentral. The
Handbook covers details of behaviour policies such as a definition of misconduct and the
student disciplinary procedure and makes reference to other University policies;
General Examination & Assessment Regulations for Taught Courses (GEAR) Disability Equality Scheme Gender Equality Scheme Equality and Diversity Policy Harassment Policy Statement Learning and Teaching Strategy Personal Tutoring Policy Drug and Alcohol Policy Assessment Policy Data Protection Policy Mental Health Policy You should read both the University Student Handbook and the above policies so that you are fully aware of your rights and responsibilities.
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6.8 Attendance requirements.
As this is a professional course it is important that you attend all sessions to ensure that you
have covered and understood sufficient content to be safe and effective when you go out to
treat patients. There is a course specific regulation in this course which requires you to
attend at least 80% of taught sessions for every module.
‘Students are normally expected to attend all elements of the course. Students who do
not attend at least 80% of any university based module will not normally be permitted to
take the assessment for that module, and may be required to repeat the module with
attendance. As a consequence they may then not be able to progress to the next part of
the course. Attendance is monitored by registers taken at each session of University
based modules, and by the Practice Educators on Practice Placement.’
As you also need to complete 1,000 hours of clinical experience there is also a Course
specific regulation relating to this;
‘Students must complete a minimum of 1,000 hours of clinical experience during the
course. Completion of these 1000 hours of clinical experience is a requirement of the
Chartered Society of Physiotherapy. Students failing to complete the required minimum
hours due to mitigating circumstances may be given the opportunity to achieve these
either during vacation times or during the summer period at the end of the course.
Module PT626 which is non-credit rated, records the completion of the hours.’
Of course there are may be occasions when you are not able to attend for legitimate
reasons such as sickness or a family emergency. If you need to be absent for a part or a
whole day you should inform the staff in the administration office as soon as possible,
ideally before 0900 hrs on your first day of absence by calling 01273 643772. There is an
answerphone so if you call out of hours you can leave a message. It is helpful if you give
some indication of your expected length of absence and also the sessions that you are
missing on that day so that the relevant teaching staff can be informed. The School
administrator keeps a record of all absences it is very important that you keep her informed.
All student absences are recorded centrally by teaching staff, so if you have not called in to
inform us why you are absent it will be recorded as ‘no reason given’. Staff refer to these
attendance records when confirming your 80% attendance for the modules, and also when
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providing references for your future job applications, therefore it is very important that we
know when there are genuine reasons for absence.
If you need to be absent from a practice placement please call your clinical educator by
0900 at the latest, and also inform the School office. We keep a close track of your clinical
hours, and in the exceptional cases where students have had a lot of illness during
placements we can arrange for hours to be made up as needed at the end of the course –
although this may delay graduation.
Once you start your clinical education you will have appointments with patients throughout
each day. Only in exceptional circumstances can these appointments be broken and it will
not possible to allow time off for sporting purposes, routine appointments, family
celebrations or holidays.
Pre-planned absences
As all elements of the course have to be attended it will not be possible for you to take time
off at the start and end of terms in order to travel home.
• You should take note of this when planning your vacation travel.
• Overseas students MUST book their travel home well in advance so that they are
able to travel in the vacation period.
• Under no circumstances will you be allowed to take time off from your December or
January clinical placements in order to extend your Christmas vacation.
We try and keep Wednesday afternoons free for sport, student union activity or private
study during the academic parts of the course. You should attempt to book dental
appointments, driving tests etc. at times when you are not timetabled for lectures and not
on clinical practice.
Unavoidable absences
If you have an illness or difficult social situation that is starting to impact on your ability to
attend the course please speak to your personal tutor or the course leader as soon as
possible. We can usually put things in place to support you if we know about a difficult
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situation. Going to work is not an acceptable reason to miss your teaching sessions, and if
you are having trouble financially you should speak to the advisors at Student Services, your
personal tutor or course leader for support.
Cancellation or Re-Scheduling of Classes
Wherever possible we run all sessions as timetabled, however in circumstances where we
cannot run the session, such as staff sickness we will inform you as soon as possible via an
announcement on StudentCentral and your University e-mail.
Occasionally we need to reschedule classes in advance, so please ensure you check the
Online Timetable regularly.
In the event that the University is closed, for example in adverse winter weather conditions,
you will be informed via the Website, StudentCentral and by Text message. If we are
expecting snow do check the website for updates and only travel if it is safe to do so.
6.9 Expectations for University based sessions.
In addition to adhering to the above codes of conduct;
• Preparation
Information relating to the week by week sessions in your modules will be available on
StudentCentral and in module handbooks. Many modules will direct you to specific
preparation for a session, such as directed reading or questions to answer. It is really
important that you do this preparation, as the taught sessions are designed based on the
fact that you have done it, and you will not be able to fully participate in the session if you
are trying to catch up on work you haven’t done. You will get the most out of the course if
you come prepared.
If you are finding the preparatory work hard, please see the module tutor or your personal
tutor for support sooner rather than later.
• Timekeeping
We expect all students to arrive promptly and be ready to start at the scheduled time. If you
arrive late for a lecture it can be very disruptive and you may not be admitted to the lecture
room and consequently marked absent.
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Please be ready in the appropriate clothes for the session, as it can take a significant chunk
of time out of a practical class if everybody disappears to get changed during the session.
Where you have consecutive sessions running back to back in your timetable staff aim to
finish around 5-10 minutes before the end of the session to give you time to arrive at your
next class on time, perhaps grabbing a drink on the way. If the session starts late we finish
late!
• Professional Dress for practical classes.
You should change into the appropriate clothing before the classes begin. We expect
students to come to practical classes in ‘practical class uniform’ which is;
-Navy blue or black shorts
-White polo shirt or t-shirt (one polo shirt will be provided for you in your uniform order)
-Navy blue or black track suit trousers
-White, black or navy trainers.
Shorts need to be short so that you can see the upper leg, and be able to apply treatments
directly to the skin of the thigh - so cycling shorts or long ‘skater shorts’ are not appropriate.
As many classes require you to look at the upper body you should be prepared to remove
your top so that your shoulders / back are exposed. Therefore, for female students, it is a
good idea to wear a bra that you feel comfortable in, and bring along a (white, blue or
black) top with spaghetti straps, as this would be suitable to wear for arm, shoulder and
neck work.
In addition to the uniform requirements there are other health and safety requirements to
meet for practical classes:
-Long hair should be tied up at all times and arranged off the face and collar.
-Nail varnish and false nails are not permitted. Nails should be sufficiently short to ensure
safe contact during practical skills.
-Jewellery and watches should not be worn. THIS INCLUDES FRIENDSHIP BRACELETS, AND
WRIST BANDS, you will be asked to cut them off or leave the class. Plain wedding bands and
stud earrings are acceptable.
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• Professional Behaviour during class
Creating a positive learning environment. As set out in the University Student Handbook it
is expected that you respect the right of other students to engage in learning and you do
not behave in a way that will be disruptive during session. Students being disruptive will be
asked to leave the session in the first instance.
At the School of Health Sciences we pride ourselves on our positive and supportive learning
environment, and all students should feel able to engage in discussion therefore we expect
staff and students to show each other mutual respect.
Get your hands on! During practical classes you will act as models for each other so that you
can learn anatomy or practise new skills. You will be expected to work with any of the other
students in your class group both as model and as the physiotherapist. This involvement in
the class is a professional expectation, and you should be prepared to undress appropriately
and get your hands on to work with others. If you do not practise your skills by getting your
hands on during class your tutor will not be able to give you feedback. Students who are
reluctant to undress or volunteer themselves to be a model make it difficult for others to
practise and waste time in the sessions. If you have any specific reasons (such as religious or
medical) as to why you cannot undress or work with particular people, please speak to the
Course Leader as soon as possible so that we can find a solution and inform the relevant
staff so that you are not asked to do something you are uncomfortable with.
Recording in class. Students often ask to audio record lectures and tutorials, this can be a
useful tool and is generally fine to do. You must seek the permission of the tutor to record a
lecture, and if you are recording a group discussion then all participants should give
permission.
Many students also find it helpful to take photos or videos during practical classes to help
them to remember the techniques. Photos are fine with the specific permission of the tutor
running the session and the people in the photo. Video clips can be made, but you should
be aware that as these can pick up sound from other areas in the room, the whole class
must be aware that a video is being taken, and again express permission as above must be
given.
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Your recordings are for your own private use, and must not be shared or made public in any
form, including posting on social media - failure to adhere to this rule could lead to
permission to use photos or videos clips being withdrawn and could also lead to disciplinary
procedures being implemented.
With whole class agreement it may be useful for the tutor to post photos or video clip to
StudentCentral. Taking photos or making videos should not be disruptive to the activity in
the class, and taking them should not distract you from watching demonstration of
participating in class, if it is impacting on the session then you will be asked to do it
outside of the timetabled session.
6.10 Independent Practise •• You must adhere to the Guidelines for Good Practice – Consent and Confidentiality
Issues – See Appendix 2
•• You may use practical rooms when they are free. Rooms are often free after 4.00,
over lunchtimes and on Wednesday afternoons.
•• You cannot book practical rooms but you can check availability on the timetables
which are posted outside the rooms on Monday mornings
•• You should only practise your skills on other students on the Course. You should
not practise skills on friends or relations until you are qualified as you do not have liability
insurance for working independently.
•• You may use practical rooms at weekends for practise by prior arrangement with the
course leader but only when accompanied by another physiotherapy student. We will
arrange for rooms to be open during the weekends in the run up to assessments.
•• When using facilities out of hours please ensure you adhere to the Lone Working
Policy, it is best to ensure you are not working alone.
•• See Access to University Facilities in Appendix 3
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6.11 Expectations for Work Experience and Practice Placements
When you are working outside of the University you are expected to adhere to all
professional codes of conduct and present yourself in a professional way to represent the
Profession and the University of Brighton. You are also bound by the regulations of the
workplace setting in which you have been placed, and should familiarise yourself with their
emergency procedures.
Full information for Practice Placements, which you undertake in Years 2 & 3, can be found
in the Practice Placement Handbook. Information relating to your Work Experience
Placements will be provided in the PT400 module area and through Active Student who
arrange the work experience.
Before you go out in to clinical practice you must have immunity to protect you;
Tuberculosis (TB) - YOU MUST DO THIS BEFORE THE START OF UNIVERSITY If you have a visible BCG Scar on your shoulder you do not need any further testing. If no scar is visible then your GP needs to refer you to the nearest TB clinic for a Mantoux test/Heaf test/Tyne test. If this test is negative then you must have a BCG vaccination and then repeat the test for immunity. Measles Mumps and Rubella vaccination and blood test for antibodies Male and female students are required to have this test/vaccination especially those who will work with at risk groups e.g. children and immuno-compromised patients.. Diphtheria Tetanus and Poliomyelitis Vaccination You should all have completed a full course which is a course of three primary vaccinations a five year and then ten year booster. Check whether you are due for a booster if you have had all the above there is no need for further vaccinations. Hepatitis B Vaccination - You should start this process before you enrol on the course, should you have problems getting this achieved it will be discussed following Health Assessment 1st dose - 2nd dose 1 month later - 3rd dose 6 months after the 1st dose. You will then need a blood test 2 to 4 months after the last dose of the vaccine to determine antibody levels if these are satisfactory a single five year booster will be recommended. If this were negative you would need a booster vaccination and retesting for antibody levels. To achieve proven immunity could take you a year. Hepatitis C and HIV All healthcare staff are now being encouraged to be tested for these blood borne viruses. Some staff designations it is mandatory at this point you are not within these staff groups but you may be in the future so should be aware this may be asked of you. Meningitis C You may have had this at school. If not you can check with the University surgery when you arrive at the University Chicken Pox All health care workers should now be immune to chicken pox if there is a definite history of chicken pox or herpes zoster then consider protected. If you have a negative or uncertain history, a
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blood test should be done for serology testing and a varicella vaccine given if no varicella antibody.
All students are required to have evidence that they have immunity to Tuberculosis, Chicken
Pox, Measles and Rubella before they are permitted to begin clinical work, you are also
strongly advised to have had or commenced a course of Hepatitis B Vaccination. You should
enquire about having necessary tests or injections for the above before you enrol at the
University and send evidence of these with your health questionnaire. Also check your polio
and tetanus immunity status. Unfortunately the university is unable to pay for any
vaccinations that you may require.
In Year 1 you will undertake the mandatory training required for practice; Fire, Basic Life
Support, Infection Control, Working with vulnerable people and manual handling. You must
attend the updates of this training in year 2 before being allowed to go out on practice
placement. The practice placement team keep a record of attendance at these sessions.
Dress Code for Practice Placements and Work Experience The dress code for work experience and clinical practice placements should be checked
when you make initial contact with the site you are going to. It is unlikely that you will
wear clinical uniform on your work experience placement, however you should still
present yourself professionally.
At all times you should dress to; • convey a professional and efficient image of the yourself and your workplace • give clients confidence • support infection control • have regard to health and safety
When working with clients students should - • not wear outer garments, e.g. jackets, coats and fleeces • not wear casual clothing e.g. jeans / t-shirts, unless specifically asked to do so as part of
the dress code by a work experience provider • remove or tuck-in neck ties • ‘be bare below the elbow’ by wearing short sleeves and removing watches • wear appropriate protective clothing including aprons and gloves. Some situations may
require the use of additional protective clothing provided by the Trust and students must comply with that requirement whilst at work.
• wear footwear that is safe and appropriate for the job. Flip flops, open back shoes and heels are not appropriate footwear at work.
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• have hair that is neat and tidy at all times and arranged off the face and collar. • have no nail varnish or false nails. Nails should be sufficiently short to ensure safe patient
contact. • wear clothing and uniforms in a clean and presentable fashion, soiled or dirty clothing
should be changed. • wear ID badges visibly at all times in the workplace. • remove all jewellery and watches. Wedding bands and stud earrings are acceptable
Clinical Uniform
Female Students Male Students White tunic with navy trim White jacket/tunic with navy trim Navy blue/black trousers Navy blue/black trousers Plain, navy blue/black socks or tights Plain, navy blue/black socks Plain, navy blue/black shoes with heels Plain, navy blue/black shoes with flat heels Navy cardigan Navy cardigan Plain white polo shirt (in some areas) Plain white polo shirt (in some areas) clean trainers (permitted in some areas) clean trainers (permitted in some areas)
Clinical Uniforms should not be worn outside the clinical arena except for students at
work in the community. This is for infection control and your own safety.
7 Assessment Regulations The general examination and assessment regulations (GEAR) of the University of Brighton
apply to this course. These can be accessed through student central and course specific
regulations are in the Programme Specification (Appendix 4)
Some important points are highlighted below:
•• All Compulsory modules must be taken. All Mandatory modules must be taken and
passed.
•• Students will be eligible for registration with the Health & Care Professions Council
as a physiotherapist (with license to practice) and membership of the CSP if they have
fulfilled all the course requirements for the BSc (Hons) Physiotherapy degree.
•• Students failing to pass sufficient credits to achieve the award of BSc (Hons)
Physiotherapy or not wishing to continue, may be able to request the following
Intermediate awards as they leave the Course:
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BSc Health Sciences (300 credits, 60 at Level 6)
Diploma in Higher Education in Health Sciences (240 credits, 90 at Level 5)
Certificate in Higher Education in Health Sciences (120 credits, 90 at Level 4)
•• The pass mark for all modules, including clinical education modules, is 40%. Referral
of modules is permitted at all three levels except for practice education modules where
(contrary to GEAR) marks less than 40% will be considered a fail and the student will be
required to repeat the module with attendance.
•• Assessment of academic modules will be marked using the University Assessment
Criteria, see Appendix 8.
•• If a second practice education module or a repeat of a practice education module is
failed the student will normally be required to leave the course.
•• Module marks are ratified at Area Examination Boards held in February, June/July
and September. You may be given your results before the exam board, as we aim to give all
results and feedback within 20 working days of the assessment or submission date, however
these results will not be final until they have been through the board, after which your
results will be on StudentCentral and you will receive a formal letter.
•• Feedback sheets from practical exams and written work will be sent to you by post,
or online if online marking is used.
•• Results of exam papers will be published to your student central account.
Examination papers are not returned, so you should arrange to see the module leader for an
individual discussion about your exam paper if you would find feedback helpful.
•• Please make sure we have your up to date address for us to send you your results,
especially over the summer!
7.1 Progression through the Course.
Course Examination Boards are held in June/ July and September to accept the marks from
the Area Examination Boards and progress students to the next level of study.
•• In accordance with GEAR, if a student acquires referrals in more than 60 credits in
one academic year they will have failed that year and will normally be required to leave the
course.
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•• Normally students will be given an opportunity to resit their referred modules in
August / September in order to progress to the academic next year.
•• To progress to the clinical element of the programme in year 2, where you have
responsibility for patient care you will need to demonstrate safe application of practical
techniques. If you fail 2 or more of the 3 practical assessments in year 2 (Cardiorespiratory,
Neuromuscular skeletal, Neurology) or significant safety issues are indicated you will be
held back from practice placement until you have demonstrated that you are safe and
prepared to go out on placement by passing your resit exams.
•• A repeat, failure or delay in your practice placements will mean that your graduation
will be delayed until arrangements can be made for the practice placement to take place.
7.2 Guidance for Written Assignments
Your first stop should be ASK !! on studentcentral for guidance on essay planning. You can get feedback on written work from staff;
Draft plans of content can be discussed with the module team or your personal tutor.
Samples of writing can be looked at by your personal tutor who will comment on the
academic style and level.
For your first assignments additionally your personal tutor will read through the whole
assignment and give you feedback but:
You must ask for help at least 2 weeks before deadline to allow time for staff to give
written feedback and for you to act on it!
For your third year project you will work in a group and will have regular tutorial support to
help you plan your work. In addition your project tutor will read everything except the
discussion once to give detailed feedback.
7.3 Plagiarism
Definition of plagiarism
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“ to steal from the writings or ideas of another”
Chambers English Dictionary 1989
‘Plagiarism is defined as the submission of work originated in sum or in part by someone
else with or without their consent but without acknowledgement.’
(University of Brighton Student Handbook: 4 Academic Misconduct,
https://studentcentral.brighton.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=null&url=
/webapps/blackboard/execute/courseMain?course_id=_48618_1 )
Plagiarism Awareness guidance can be found on Studentcentral in the Student
Handbook section under Additional Information, we will also run a session on
Plagiarism as part of PT400 The Physiotherapist as a Professional.
You must use referencing style in Appendix 5, which provides comprehensive
guidance on how to correctly reference from a wide range of sources.
Although it is very rare for a student to deliberately set out to copy and submit
another person’s work, it is not unusual to see work that contains significant
amounts of text which has been cut and pasted from internet or other electronic
sources where the student has not rephrased into their own words and/or
referenced it to the original author. You must be very rigorous when making
notes in preparation for writing an assignment to ensure you record where you
are getting your information from so that you can reference it correctly.
Students who submit work with significant matches to other sources will be dealt
with under the Academic Misconduct regulations, and in the most severe cases
this could lead to them being excluded from the course.
Plagiarism also breaches the Professional Codes of Conduct and students could
be reported to the HCPC in some cases.
The University of Brighton is registered with the JISC Plagiarism Detection Service.
The University reserves the right to use the JISC Plagiarism Detection Service and
students’ work submitted for assessment purposes may be submitted for checking
to the service. This use will only be within the University’s Academic Misconduct
procedure (General Examination and Assessment Regulations for Taught Courses,
section F). The service complies with UK Data Protection Law.
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7.4 Handing in your assignments
• You must hand in all assignments before the published deadline
• All work must be submitted in electronic copy in the appropriate module drop box.
• You must check the module assessment information to see if a hard copy is required.
• You should note that there are no ‘degrees of lateness’, once the deadline has passed
that work is considered late even if only a few minutes.
• Assessed work submitted after the published submission deadline will be
considered a late submission and will be subject to a standard penalty (unless
mitigating circumstances are upheld). Students submitting work within two weeks after
the submission deadline (or the last working day immediately prior to the feedback
date where this is shorter than two weeks) can be provided with
feedback. Beyond this date assessed work should not be accepted and a non
submission recorded (0%). The penalty for submitting work late should be
applied to the late work not the module and the work should be capped at the
pass mark i.e. 40% for undergraduate, or the actual fail mark recorded. Where a single
assessment task for which one mark is awarded, is comprised of a number of
components, the assessment itself will be deemed late if one of the required
components is late.
• Normally if you do not submit work you will be failed in the module for non-
submission.
• Unless otherwise instructed, coursework must be handed in anonymously, do NOT put
your name on it, use your student number.
• If you send your assignment by post, make sure it is recorded delivery so that you have
proof of postage. The date of postage should be such that the assignment should have
arrived by the submission deadline.
7.5 Guidance for Practical Assessments
For practical assessments you will usually be scheduled for your own exam and also to act as
a model for another student in your year. Please ensure that you check the timetable and
arrive promptly for both exams.
You should wear your clinical uniform when you are taking your practical assessments.
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When acting as a model please ensure you are dressed in your practical class uniform.
For all practical assessments there will be a member of staff who is the Moderator. They will
put a notice on the door of the examination room telling you who the Moderator for the
exam is, and where you can find them if you wish to speak to them. They are part of our
quality control process, and are there to ensure the exams are conducted fairly and run
smoothly. At some point in the day they will observe some exams, they are observing the
process and the examiners, they are not assessing you! They may ask you for some feedback
about the exams as you leave the room. If you have any issues with your exam you should
go and speak to the moderator on the day so that they can be addressed.
7.6 Serious and Unforeseen circumstances impacting on your Assessments;
Extension to Deadline and Mitigating Circumstances .
Sometimes things over which you have no control can impact on your ability to meet the
assessment requirements of the modules. If this is the case you should speak to your
Personal Tutor, the relevant Module Tutor or the Course Leader as soon as it becomes
apparent that you are going to have difficulties.
Extension to Deadline. If you are unable to submit or complete an assessment task by the
deadline due to serious, unforeseen and unavoidable circumstances you should apply for an
extension to deadline. The form and process for this can be found in the Student Handbook
section of StudentCentral, or ask at the School Administration office for a form. The form
should normally be submitted to the Course Leader at least one full working day before the
submission deadline. You should detail why you are unable to meet the deadline, and
provide evidence to support this. An extension will normally be no longer than 2 weeks after
the submission date.
The following are examples of reasons for granting an extension;
• Serious personal illness
• Serious personal accident, injury or hospitalisation
• Death or serious illness of a family member or close friend
• Significant adverse personal or family circumstances or psychological problem
The following do NOT constitute grounds for extension:
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• Computer or printer failure resulting in loss of data.
• Undertaking paid employment
• Poor time management / pressure of work in other modules
• Financial circumstances
• Avoidable personal circumstances, eg holiday arrangements.
Mitigating Circumstances. If you have been prevented from demonstrating or acquiring the
skills and knowledge required to meet the learning outcomes of a module due to
exceptional circumstances outside of your control then you may submit a claim for
mitigating circumstances. The form and process for this can be found in the Student
Handbook section of StudentCentral, or ask at the School Administration office for a form.
The form should normally be submitted to the administration office before the examination
board. In addition to the form you should submit a letter detailing why and how the
circumstances have impacted on your ability to study / attend the assessment, and you
must provide documentary evidence (which will remain confidential) to support this. You
should include each module to which the mitigating circumstances apply on your form. The
mitigating circumstances claims will be considered by a small, confidential Panel which
makes a recommendation to the examination board.
Mitigating circumstances can be submitted against, absence from an exam, late or non-
submission of an assessment or unrepresentative (poor) performance in all or part of an
assessment. The following are examples of mitigating circumstances;
• Serious personal illness
• Evidence of long term health condition worsening
• Death or serious illness of family member or close friend
The following are not normally taken into account as mitigating circumstances;
• Paid employment for full time students
• Study related circumstances; e.g. misunderstanding examination timetable or not
knowing about the assessment.
• Non-serious domestic or personal disruptions e.g. moving house, minor illness (e.g.
cold), car or other transport problems.
• Any on-going situation known to you (e.g. medical condition) for which you are
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already receiving appropriate adjustments.
8. Student Support
8.1 The Course Leader
The role of the Course Leader is to oversee the running of the Course, including student
experience, quality issues and to ensure cohesion between modules and between years as
you progress through the Course. If you have any issues that you would like to raise about
the course it is a good idea to speak to the relevant module leader(s) in the first instance,
but for any overarching issues please raise them with the Course Leader.
If you are having difficulty on the Course, and require an extension you need to speak to the
Course Leader. If you submit mitigating circumstances it is a good idea to speak to the
Course Leader for advice about the level of documentary evidence required with your
application. If your difficulties are on-going and significant you should come and talk to the
Course Leader as it may be appropriate to discuss options for support, such as Intermission
from the Course.
8.2 The Year Tutors
There is a Year tutor for each year of the Course. They work with the student
representatives for each year to ensure that student feedback is highlighted to the Course
team through arranging staff – student meetings. They arrange the class groupings for the
year, personal tutors and any additional timetabled sessions that are required.
If there are any issues specific to your year group the Year tutor is a good person to speak to
in the first instance.
8.3 Your Personal Tutor
You will have been allocated a personal tutor, who you should arrange to meet in the first
week of term. The exact details of how often and when you will meet with your personal
tutor during the rest of the term is for you to negotiate, however you will see them regularly
for group tutorials as part of your year 1 module PT400. You should also see them
individually to discuss your progress on the course at least once a semester but you should
feel free to contact your tutor at any time if you are in need. Your personal tutor will help
to support your academic study and development throughout the course, and is also there
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to help you should you need pastoral support.
If you find yourself in difficulties you should consult with your personal tutor especially if you
think that your university work is affected. This course adheres to the University personal tutor
policy.
Academic Personal Tutoring Policy
The full policy is available on StudentCentral, under the Student Handbook, Additional Information,
Regulations and Policies Relating to Students.
The University believes that its students should have regular opportunities to review their personal,
academic and career development on a planned and regular basis through personal tutoring. It
involves systematic and long-term contact with an appropriately supported member of academic
staff.
All students of the University of Brighton are entitled:
To have a member of staff (not necessarily a tutor on the student's course) regularly
available to offer personal tutoring support.
This should normally be one individual for the duration of a course, based in the student's
home department, although there may be occasions where it would be more appropriate
for a student to change personal tutors.
To have access to personal tutoring support from their allocated member of staff as a
formal session at least once per term or semester.
To be given reasonable (at least two weeks) notice of their scheduled personal tutoring
sessions.
To have any reasonable request for a change of allocated personal tutor considered
seriously, and an alternative proposed where possible.
To be referred by their personal tutor, where necessary, to one or more of the specialist
student support services in the University.
8.4 The Module Tutors
If you are having difficulty in a particular module your first post of call should be your tutor
for that module. If you have specific questions about the assessment, organisation or
45
running of the module then you should contact the module co-ordinator, as each module
has a named tutor who is responsible.
8.5 Student Services Opportunities and support to help you get the most out of your time at university. Student Services is a central department that provide a range of services to support you
through university and to help you get the most from the student experience.
Our experienced and supportive staff offer advice on a range of issues, including:
- Advice about money worries and how to live on a budget.
- Support in finding jobs and volunteering opportunities.
- Help accessing academic support if you have a disability, learning difficulty or long-
term medical condition.
- One to one support for students with worries or concerns in a safe, confidential
space.
-
Here for you, whatever the issue
Below is an outline of some of the ways in which we can help you during your time here.
Career development
Build your employability skills and boost your graduate potential, with careers guidance, enterprise skills, and employment and volunteering opportunities.
Chaplaincy
There’s more to the Chaplaincy than you think with social events, retreats, worship, discussion, support and listening.
Childcare
With two Ofsted rated nurseries open to children of staff, students and the local community, the University of Brighton is an excellent choice for high quality, affordable and flexible childcare.
Counselling
Whatever the reason, if you are finding academic life is causing you concern, or for personal reasons you need someone to talk things over with, you don't need to feel that you are all alone with your worries. Talk to one of our trained counsellors in a safe and confidential space. Disability and dyslexia support
If you’ve got a disability, specific learning difficulty or long term-health condition and choose to disclose it in confidence to the Disability and Dyslexia team, you’ll discover the wide range of academic and personal support available.
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Health and wellbeing
Looking after yourself whist at university helps you to get the most of your experience. Our links to local surgeries give you access to a doctor, while our health and wellbeing workshops and information help you to keep everything in balance – so look after your mind and body whilst you are here.
Student Advice Service
When it comes to your finances at university it pays to be money wise; so for expert advice on financial issues, including fees, grants, bursaries, loans, and money management, contact the Student Advice Service. They can also help if you are an international student needing immigration advice, or support if you’re experiencing culture shock and home sickness.
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Get in touch You can find further information about our services and answers to your student life queries at http://www.brighton.ac.uk/current-students/index.aspx, see also the ‘help and advice’ tab on student central for access to FAQs, ask a question or book appointments. We can help answer your questions in confidence via email, at [email protected] or you can access our services at each campus by visiting our student centres, or call us to find out more or book an appointment. Eastbourne - Trevin Towers, Gaudick Road T: 01273 643845 Falmer – E354, Checkland Building T: 01273 643584 Grand Parade – Student Centre, Ground Floor, main building T: 01273 643187 Moulsecoomb - Manor House, Moulsecoomb Place T: 01273 642895 Hastings – The Student Centre, Level 1, Priory Square T: 01273 644643
Learning Support Plans (LSPs)
The University is committed to ensuring that all enrolled students have an equal
opportunity to succeed on their course. This includes ensuring that the university’s
teaching and assessment processes are as inclusive as possible for disabled students
and students who are experiencing temporary conditions (such as pregnancy), to
minimize any adverse impact on their access to learning. Recommendations for
adjustments to teaching, assessment and examinations are made by the university’s
Disability and Dyslexia Team.
You can find further information about groups that may be eligible for Learning
Support Plans in Section G of the General Examination and Assessment Regulations,
on studentcentral.
What sort of adjustments are included in a Learning Support Plan?
Each Learning Support Plan is tailored to the individual needs of a student that arise
because of their disability or other condition. For example, it may include
recommendations to teaching practices, assessments and examinations.
In some cases, more significant Variations to Assessment can be recommended. In
these cases, the academic Learning Objectives of your course are fundamental to the
decision as to what individual adjustments can be made.
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How can I get a Learning Support Plan?
If you have a condition that you think might entitle you to a Learning Support Plan,
you should contact the Disability and Dyslexia Team in Student Services either in
person, by visiting your local Student Services office, or by telephoning 01273 643799
or emailing [email protected]
The Disability and Dyslexia Team will ask you to provide evidence of your
circumstances, such as a note from your doctor or an Educational Psychologist (EP)
Report. They can provide guidance and help you to obtain this evidence if you do not
already have it.
Once you have this evidence, you should then book an appointment with a Learning
Support Coordinator in the team, who will discuss what individual recommendations
can be included in your Learning Support Plan and share this information with your
school.
The process of implementing a Learning Support Plan can sometimes take time and
so it is recommended that you contact the Disability and Dyslexia Team as soon as
possible to discuss your requirements.
Adjustments for examinations cannot be guaranteed if information is received
within 6 weeks of the assessment date.
When you meet with the Disability and Dyslexia Team, they will also provide you with
information about other elements of disability support – such as funding that is
available through the Disabled Students Allowance (DSA) and 1-2-1 support services.
I’ve told the university about a disability when I applied. Do I need to do anything
else?
Even if you disclosed a disability as part of your application, you will still need to
contact the Disability and Dyslexia Team to provide evidence and so that your
personal Learning Support Plan can be drawn up.
Temporary Conditions
These are usually quite sudden and normally result from physical injury. If time
permits, you should make an appointment through your site Student Services
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Administrator to see the Disability and Dyslexia Team, and take your written evidence
(e.g. medical certificate). If there is insufficient time to do this, take the documentary
evidence to the School Office, where the administrative staff will be able to check
with the Disability and Dyslexia Team. While every effort will be made to help,
obviously the closer to the assessment period the more difficult it will be to make
alternative arrangements.
What other support is available from the Disability and Dyslexia Team?
As well as helping with Learning Support Plans, the Disability and Dyslexia Team can
also help with applications for Disabled Students Allowances and other disability
funding. This can help to finance 121 support such as (but not limited to) notetakers,
scribes, mentoring and/or learning support tuition. The type of support provided will
depend on the impact that your disability has on your studies. More information
about the support that the team provides can be found at
www.brighton.ac.uk/disability
8.6 ASK Study Guide (Academic Study Network)
Grading and assessment criteria for coursework is provided in the assessment
guidelines for each module. In one of your first modules, PT400 we will be reviewing
some study skills but there is a wealth of information in the StudentCentral Online
resources to help you study effectively, available through ASK. You will find the link in
the My tools menu on the homepage. ASK offers advice on how to make the most of
seminars and lectures, reading and note-making, preparing for exams, tackling stress,
essay writing, oral presentations, group work and many other topics.
You will also find information about the weekly Study Support workshops held at all
university sites, how to book tutorials for individuals or groups and specialist services
such as the Maths & Stats Support Unit and English Language Support Programme .
9 Career Planning Agreement
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The BSc (Hons) Physiotherapy course has signed up to the university’s ‘Career
Planning Agreement (CPA). It provides a framework by identifying 5 Career Planning
Learning Outcomes which courses may address in a variety of ways:-
Learning Outcome 1:
competencies in self assessment and personal review
Learning Outcome 2:
competencies in researching job ideas and occupational information
Learning Outcome 3:
competencies in decision making, goal-setting and action planning
Learning Outcome 4:
competencies in presenting oneself effectively in the transition to work, self
employment, further study and training
Learning Outcome 5:
Developing an understanding of research in the clinical field
To enable students to face an increasingly sophisticated and competitive labour
market in a more prepared way for students, the CPA will provide a framework to
enable them to engage in career planning in a self-directed way. This will help
students to identify and value the skills and knowledge that they will be developing
and to appreciate how they can be applied to their career management.
As a professional course the way in which the learning prepares you for your career is
often clear, however there are many transferrable skills that you will develop on the
course and identifying the above learning outcomes will help you to plan your future.
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9.1 Employability
Work experience of any kind can enable you to broaden your experience, develop
confidence, gain skills, maximise your potential, acquire business experience and learn
to sell yourself. It is also an opportunity to find out what a job or occupation is really
like before you commit to working in it.
It has always been crucial in helping you get ahead in competitive industries, but in
the current climate work experience is crucial in giving you the advantage over other
applicants – your qualification is only part of the package employers are looking for.
There are many opportunities to get involved in different paid and unpaid activities,
both across the university and beyond.
Volunteering
Volunteering can equip you with invaluable work-related skills such as team work,
communication and being able to demonstrate initiative and commitment.
• Active Student provide a supported volunteering programme for students,
which aims to match the placement to your current skills as well as looking at
what you would like to gain from participation. More information about the
benefits of volunteering and the opportunities available on the
www.brighton.ac.uk/careers/volunteer/why-volunteer/
• Within the University you can also volunteer with Sport Brighton -
http://sport.brighton.ac.uk/about-sport-brighton/job-and-volunteer-
opportunities, and the Student union www.brightonsu.com/volunteering/.
• Some courses also have the opportunity to undertake volunteering as a part of
your university course
Doing internships and placements
Many of our courses are designed to include compulsory professional placements
(www.brighton.ac.uk/careers/develop-your-skills/placements-and-internships/) as
part of the curriculum, while others offer placements and volunteering opportunities
as optional parts of specific module choices. Employer and graduate feedback
consistently suggests that these choices offer a real chance to improve your
employability, your confidence and to start linking up your academic skills within the
professional environment. If you want to know more about what opportunities may
be available within your course structure, talk to your Course Leader, Personal tutor or
Student Support Tutor and they will be able to provide you with further details.
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Working part-time
Many students now work part-time to fund their studies. Even the most basic jobs will
help you to gain additional skills to put on your CV. The Careers Service runs a vacancy
and events service which students can register for and get alerts when vacancies
become available - www.brighton.ac.uk/careers/find-a-job/finding-part-time-jobs/.
In addition there are a number of ways to work part time for the University – Student
Ambassadors, Student Helpers (Library shelving and Computer helpers), Student
Union STARRS – see www.brighton.ac.uk/careers/find-a-job/finding-part-time-
jobs/working-for-your-university/
Careers fairs, recruitment events and workshops
The Careers Service run different events that provide the opportunity to network with
employers and find out about the skills they are looking for in employees. There are
also a host of employability workshops to help you identify and learn new
employability skills. Find out what’s events are coming up on our events page
www.brighton.ac.uk/careers/events/
Beepurple
Beepurple is the university’s entrepreneurship network, made up of students,
graduates and staff who are interested in developing their enterprise and creativity
skills and/or their business ideas. They run a variety of activities, workshops and talks
throughout the year as well as providing the opportunity to network with current and
former students. For further details, please see
www.brighton.ac.uk/careers/enterprise/
Get involved in the Students’ Union
The student union offer a range of activities and opportunities that can help you to
develop different skills such as team-working, confidence and self-management. This
includes opportunities for part-time work and volunteering, the chance to stand for
election as a student-representative or sabbatical officer, and through getting involved
in the hundreds of student union societies, clubs and activities. For more information
please see website www.brightonsu.com/
Mentoring
Mentoring can provide an excellent forum for personal development, not just for the
mentee but for the person mentoring too. This can include improved confidence,
listening skills, cooperation and strategic thinking. The Careers Service runs 2
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mentoring schemes – these pair students with business mentors
www.brighton.ac.uk/careers/develop-your-skills/momentum-mentoring-scheme/
www.brighton.ac.uk/careers/develop-your-skills/lgbt-uni-amex-mentoring-scheme/
Leadership development
There are several student roles within the institution that may particularly suit
students who are looking to develop their leadership skills. These include
opportunities to work as Student Ambassadors at open days or within local schools,
working as a sabbatical officer or a course rep for the students union, being captain of
a sports team or chair of a student society, or by working as a leader for the Peer
Assisted Student Support (PASS) programme www.brighton.ac.uk/ask/pass/
Appendix 1 Fitness to Practice Procedure
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1 Introduction This procedure applies to students studying for an award leading to registration with a professional body or who are already registered but continuing a course of study (the term “professional body” includes statutory or regulatory bodies and the term “student” includes prospective students or applicants). The professional standards to be applied in this procedure will be those contained in the codes of conduct set down by the professional body which accredits or approves the course together, where relevant, with any code of conduct issued by the University. This procedure applies to all students on University of Brighton courses, wherever they are based and to all students on other courses but currently based at University of Brighton. This document is designed to outline a consistent and fair procedure for addressing “Fitness to Practice.” (or “Suitability to Practice” in some schools) across the University subject to grounds for referral and sanction as defined by the relevant professional body. Advice should be always sought from the professional body at the outset of this procedure, with clear reference to the
appropriate code of conduct/requirements. 2 Procedures 2.1 Initiation of the procedure Any concerns that a student may have breached professional standards or may suffer from a health problem that might prevent admission to the relevant profession must be reported without delay to the student's Head of School, with any available evidence enclosed, and a copy sent to the Registrar and Secretary. Members of partner institutions or placement providers may also report such concerns to the appropriate staff in the University. By reference to the appropriate code of conduct or requirements, the Head of School may at this point decide that there is no case to answer or that the allegation does not relate to a matter of fitness to practise but should properly be considered under another University procedure (e.g. Student Disciplinary Procedure). If the student is on a placement as part of their course, the Head of School will normally seek the opinion of the person currently responsible for the student, if the alleged action calls into question the student's suitability to continue on this placement, their own safety or that of others. Once an allegation is received, the Head of School shall appoint an appropriate member of staff to investigate the allegation. This person shall prepare a written report, which shall be made available to the Head of School, who will make a decision on whether there is a case to answer. The appointed person may interview any witnesses as appropriate, and their report may, if necessary, include signed and dated witness statements. If the person appointed to undertake
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this investigation is not the professional lead with the most knowledge of the relevant professional code, then this person should be available to advise the Head of School in their consideration of the case. Both the investigation and any resulting hearings should be carried out within a reasonable time. If the allegation brings into question the student’s fitness to practice on the grounds of physical or mental ill health or disability, the student may be referred to an appropriate occupational health professional or other specialist for preparation of a report for consideration by the Fitness to Practice Panel. An individual assessment of whether reasonable adjustments are appropriate will be undertaken in accordance with the Equality Act 2010. If the student elects not to attend or cooperate with such referral, then a subsequent Panel may draw appropriate inferences. If, in the judgment of the Head of School, there is no case to answer, he or she will inform the student in writing as soon as possible upon receipt of the report. If, in the judgment of the Head of School, there is a case to answer, the Head of School will convene a formal Fitness to Practice Panel to deal with the case. The Head of School will inform the student in writing of the nature of the allegation which has been made against them, enclosing a copy of this procedure. They may also, if appropriate, inform the professional body that a case has been brought against a potential or existing registrant.
2.2 General provisions for hearings In reasonable time before the hearing the student will be given copies of any documents to be considered and will be advised of their right to be accompanied by a friend or adviser. The name and details of this companion should be notified to the Chair of the Panel in good time before the hearing. The Panel will consider the applicable professional code of conduct and/or professional requirements and, where relevant, witness statements. If the student wishes to call any witnesses, they should inform the Chair of the Panel at least 5 days in advance of the date of the hearing. The Panel will also accept any written evidence submitted by the student in advance of the hearing. If the student fails to attend without good reason, a decision will be made in his or her absence. Normally, the Fitness to Practice panel should consist of:
• a Head of School or Dean (or Deputy) in the University as Chair,
• the Course or Programme leader or professionally qualified member of staff from the same discipline as the student (who has not previously been involved in this matter) and
• any member(s), including senior external practitioners, as required by the relevant professional body or co-opted by the panel.
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It is not appropriate for any member of the panel to have held a formal role with direct responsibility for the student (e.g. personal tutor) and members of the panel with prior knowledge of the student should declare their interest to the Chair of the panel as soon as they are invited to attend the hearing. The person appointed to investigate the allegation will present their report to the Panel on the day of the hearing. The University Legal Adviser will advise the panel on procedural matters.
2.3 Outcome of the Fitness to Practice hearing At the end of the Fitness to Practice hearing, the student and the student's friend or adviser will be asked to leave the room while the Panel considers the outcome. The decision will be based on the evidence on the balance of probabilities. The outcome agreed by the Panel may be, but is not limited to, one of the following:
(i) There are no grounds for concern regarding the student’s fitness to practice, in which case the matter will be dismissed and the student receives no warning or sanction.
The student’s fitness to practice is considered to be impaired, and the student receives a sanction; beginning with the least severe, the sanctions are:
(ii) permit the student to continue the course with appropriate advice and guidance;
(iii) permit the student to continue the course but issue the student with a warning;
(iv) permit the student to continue the course but require the student to sign a written
undertaking;
(v) permit the student to continue the course subject to specified conditions;
(vi) suspend the studies of the student for a specified time;
(vii) require any other action considered appropriate by the Panel to enable the student’s
successful completion of the remainder of the course; (viii) recommend that the student’s studies on the course leading to a professional
qualification be terminated but, if appropriate, permit the student to exit from the programme with an alternative award;
(ix) recommend that the student’s studies on course be terminated and that his/her registration as a student of the Universities should cease.
2.4 Notification of the outcome If the decision cannot be given on the day, the Chair of the Panel will normally confirm the decision in writing as soon as possible after the hearing. A copy of the letter will be sent to the student’s Head of School if he or she has not chaired the hearing.
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In the event that the Head of School has informed a professional body or other outside agency of the University's action under the Fitness to Practice procedure, the Head of School will send a copy of this written notification of outcome to this body. If the student concerned is taking a University of Brighton award at a partner college, the Head of School will normally send formal notification of the outcome, together with an explanation of the reason for the decision, to the student’s college. If the outcome was a recommendation of permanent exclusion, the notification should be sent to the Principal of the college. If the student concerned is registered at another institution, for example an exchange student, the Head of School will normally send formal written notification of the outcome, together with an explanation of the reasons for the decision, to the student's home university.
3 The right of appeal A student may appeal against the findings of the Fitness to Practice panel. An appeal may be made on one or more of the following grounds only: (i) that certain evidence was submitted which was not considered by the panel;
(ii) that evidence which was not previously submitted, either because it was not available or because the appellant was for valid reasons unwilling to submit it, has become available; (it is only in exceptional circumstances that evidence which was available previously but not submitted will be allowed at a subsequent appeal);
(iii) that a new witness has expressed a readiness to give evidence, where that witness had either not expressed such a willingness before, or where that witness was not known to be in possession of any material evidence;
(iv) that a procedural irregularity is deemed to have occurred before or during the hearing which may have affected the findings of the panel. Appeals in this category must specify the nature of the irregularity which is thought to have occurred.
(v) that the decision is perverse or manifestly against the weight of the evidence. A simple rehearsal of the arguments from the original investigation and hearing will not be deemed adequate grounds for appeal. In cases where new evidence is to be submitted, or where a new witness is to give evidence, the nature of this evidence must also be stated. Appeals should be made in writing to the Registrar and Secretary within 10 days of the notification of the decision of the Fitness to Practice panel. The Registrar and Secretary will then decide whether the appeal meets any of the grounds listed above. If the decision is taken that there are no grounds for appeal, the student will be informed in writing as soon as possible after receipt of the appeal by University.
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If it is identified that there are grounds for appeal, the Registrar and Secretary will take the appropriate action according to the outcome of the Fitness to Practice panel. This appeal may take one of two routes:
(i) For outcomes short of a recommendation of permanent exclusion, the case may be returned to the original panel for further consideration, following the procedures described in section 2.2. If the grounds of appeal are covered by (iv) or (v) above, and relate to the conduct of the panel, the Registrar and Secretary may be required to form a new panel according to the same procedures, but with a different membership.
(ii) If the outcome is a recommendation of permanent exclusion, an Appeals Panel, whose
members were not members of the original Fitness to Practice Panel, will be constituted. Normally the Appeals Panel will consist of:
• A Dean, Head of School or other member of Senior Management as Chair,
• a professionally qualified member of staff from the same discipline as the student and
• any member(s), including senior external practitioners, as required by the relevant professional body or co-opted by the panel
The decision of the Appeals Panel will be notified as soon as possible following the procedures described in 2.4 above.
4 Office of the Independent Adjudicator for Higher Education A student may complain about the Appeal Panel’s decision (or any decision short of the Appeals Panel that effectively brings the internal process to an end) to the Office of the Independent Adjudicator. Details of how to complain can be found at: http://www.oiahe.org.uk/index.asp
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Appendix 2 Guidelines for Good Practice – Consent and Confidentiality Issues
Student Information Introduction to participation in Professional Skills Development
The University of Brighton School of Health Sciences and its students have a joint responsibility for safety in the workplace. The following information provides some background to the documentation regarding consent and confidentiality that is used within the School. Skills are integral to your development as a physiotherapist. Participation in interactive practical classes involving experience, observation, and feedback is essential to physiotherapy education. The Chartered Society of Physiotherapy highlighted in 2003: "Physiotherapy is a health care profession concerned with human function and movement and maximising potential:
• it uses physical approaches to promote, maintain and restore physical, psychological and social well-being, taking account of variations in health status
• it is science-based, committed to extending, applying, evaluating and reviewing the evidence that underpins and informs its practice and delivery
• the exercise of clinical judgment and informed interpretation is at its core." (CSP, 2003)
Physiotherapy is a “hands-on” profession depending on the physical application of three main core skill areas, i.e. manual therapy, therapeutic exercise and electrophysical therapy, in an integrative manner to optimise an individual's functional ability and potential (QAA, 2000). The Benchmark statement: Physiotherapy Standards (page 12) refers to practical teaching and learning and clinical education in physiotherapy as follows:
The diverse nature of physiotherapy calls for a range of complex skills, which should be developed longitudinally throughout the programme. Characteristically these skills should be introduced and then developed through practise on peers prior to application in a clinical context. Central to the acquisition of physiotherapy skills is the provision for students to practise observation, palpation and analysis of human performance in specialist laboratories in the university. At the beginning of each module, the module leaders will give you an overview of the theory and practice to be covered. You will be given time for discussion and clarification. Whenever a procedure is demonstrated the lecturer will demonstrate using safe practice, explaining also the indications, contraindications, hazards and safety aspects. You will be given time to ask questions before commencing practise. You are encouraged to ask questions and, where appropriate, discuss techniques with the lecturer. You are strongly encouraged to act as a model for the teaching and learning processes involved in the acquisition of physiotherapy skills both in the School and in clinical placements. However you are under no obligation to agree to be a model, and your refusal is in no way a barrier to your continued eligibility to participate in practicals. As standard practice, if you are not able to participate in practical activities you are asked to complete a Learning Contract with your tutor to record this information and draw up a contract,
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which sets out what arrangements have been put in place to support your involvement in practical skills. During the course you are responsible for your own health and safety and it is very important that you understand this. If you have any medical problem that might be made worse or otherwise prevent you from agreeing to act as a model, it is your responsibility to inform the lecturer or clinical educator.
Student Consent
In order to maintain safe practice and meet legal requirements, Higher Education Institutions must ensure all students give informed consent prior to their participation in any activities that may impact on their health or safety status or the health or safety status of others. The University of Brighton School of Health Sciences has a responsibility to reduce risk to its students and to empower its students to make decisions about the risks involved in practical activity so that you are able to give informed consent. You are encouraged to ask questions and discuss techniques with the appropriate tutor so that you understand what is involved when consenting to take part in a procedure. Tutors will discuss indications, contraindications and hazards of any technique to be performed and information in respect of the known risks and limitations of the practical procedure(s) will be made available to you, in your chosen medium, prior to experiencing the practical procedure for the first time. The School will also ensure that a practitioner holding a recognised, appropriate qualifications, will introduce practical skills in the teaching environment and that they will demonstrate, using safe practice, all skills that may be performed on you. As a student on the course, you will be informed of the importance of being responsible for your own health and safety and you should understand that it is your responsibility to be vigilant regarding your own health and safety status. If you have any disability it is your responsibility to inform the School of this. The School will create opportunities for you to disclose this information and discuss its implications. It will make every effort to ensure reasonable adjustment and modifications of practice to enable you to take part in practical procedures and this arrangement will be recorded in a mutually agreed learning contract. Please note that the University has a Disability Service and that the Chartered Society of Physiotherapy has produced extensive guidelines to support you throughout your Physiotherapy course. Your Tutor will provide information about the support available to you. In consenting to take part in a practical class you may be required to remove clothing, which may prevent observation and / or examination in order to undertake practical skills effectively. If this is unacceptable to you strategies will be put in place to remedy your objection e.g. a degree of
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privacy may be created by the use of screens. Should this be an issue for you, you must discuss this with your tutor. You have the right to refuse to act as a model in practical classes. You also have the right to withdraw from any procedure (or part of a procedure) at any time. Should this situation arise you must discuss this with a tutor. Normally you will confirm your ongoing compliance regarding consent by completing and signing a Student Consent at the beginning of the course: this constitutes informed consent for the whole duration of your course year. Forms will be retained in your personal file. If you give consent at this time, you may withdraw it at any later time. If, for whatever reason, you are unable to model / take part in practical skills, you and your tutor will record this information and construct a learning contract to set out an agreed course of action to support your alternative participation in practical classes.
Student Confidentiality
All students must understand and comply with the conditions articulated in a Declaration of Confidence form and freely agree to be bound by the statements contained. You should be aware that the disclosure to unauthorised persons of confidential information concerning patients is classified within the disciplinary rules as conduct that may warrant dismissal, as per rules of professional conduct. The form should be dated and your signature, which is witnessed by an approved member of staff, confirms your compliance with the statements. Normally you will confirm your ongoing compliance regarding confidentiality by completing and signing a Student Confidentiality form each year. Forms are retained in your personal file.
Risk Assessment
The Institution is required by law to undertake risk assessments in any work situation where harm could be caused to people. (INDG 218 HSE 1999) This will include staff (and in some instances you as the student) undertaking a series of risk analyses in your workplace, followed by risk assessment. Accommodation, procedures and use of equipment / materials / substances are all subject to risk analysis. Therefore all your planned practical / skill activity has been subjected to thorough risk analysis. You may be involved with risk analysis regarding the practical activity involved with project data collection during the course. Your research supervisor will inform you about your involvement in this. In summary skills are integral to your development as a physiotherapist and your participation in interactive practical classes, involving experience, observation and feedback, is essential to
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physiotherapy education. Both the School / department and students have equal responsibility to ensure that practical classes are a safe and rich learning environment.
Unsupervised Practise You will need to practise in order to develop the practical skills you have learnt in classes. At these times you will not necessarily be supervised by a member of staff. You should only practise physiotherapy skills with and on University of Brighton Physiotherapy students - other students, friends, relatives, and members of the public are not allowed into the practical rooms unless you have sought permission from a lecturer. You should not practise techniques by yourself; there should be a minimum of 2 people present for practising skills. There may be some modalities where you require permission from your lecturer to practise techniques, e.g. where the techniques are potentially harmful in electrotherapy and manual skills. If you are not confident about the contraindications and dangers of techniques then you should not practise them without further instruction. Students should abide by the Chartered Society of Physiotherapy code of conduct, act in a professional manner and accept responsibility for their actions. Students must report all accidents, injuries, faulty or damaged equipment to either the module leader or their supervising lecturer.
Appendix 3 Access to University Facilities Robert Dodd Annexe door is fitted with a combination lock, the code for which is the
same as all other departmental combination locks. There is a burglar alarm in the
annexe which is activated at about 8.00 pm on weekdays, during all other times the
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building is alarmed. Practical rooms may be accessed at the weekend by prior
arrangement with the course leader.
If you inadvertently set off the burglar alarm, you should ring the caretakers or
security immediately. If you are not able to get to a phone, stay by the building until
the security staff arrives. Under no circumstances 'run away' from an activated alarm
as it is important that the university staff know that the alarm was set off
inadvertently and not by a burglar. You will not be in trouble if you set off the alarm
accidentally and then report that you have done so.
BE SAFE!
you should not work alone on the university premises
you should not bring friends from outside the university or from other courses to the department to practice skills
If you are working in the annexe out of normal office hours then you should shut the front door when working in the building
also ensure that the door is shut and locked when you leave.
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Appendix 4 Programme Specification
PROGRAMME SPECIFICATION Final
PART 1: COURSE SUMMARY INFORMATION
Course summary
Final award BSc (Hons) Physiotherapy Intermediate award Diploma in Health Studies, Certificate in Health Studies Course status Validated Awarding body University of Brighton Faculty Health and Social Science School Health Professions Location of study/ campus Eastbourne
Partner institution(s)
Name of institution Host department Course status 1. N/A SELECT 2. 3.
Admissions
Admissions agency UCAS
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Entry requirements Include any progression opportunities into the course.
The entry qualifications will normally be acquired no more than 3 years prior to the start of the course. Some work experience in a physiotherapy or health & social care setting is normally required. Enhanced Criminal Records Bureau Check and Occupational Health Screening will be undertaken by the University before entry to the Course. This course adheres to the Equality act (2010) and applicants with additional needs will be interviewed and assessed on an individual basis as appropriate in partnership with the Student Disability Support Team. EU and International applicants must have an academic profile equivalent to that listed below and for applicants who do not have Engliah as a first language an International English Language Testing System (ILTS) score if at least 7.00 overall and no less than 6.5 in any part element of the test is required. Other language tests will be considered. School and college leavers •Applicants should normally possess a strong GCSE profile (eg 8 B's) in one sitting which must include minimum grade C in English, Maths and Science. •For GCE A levels the typical entry requirements are ABB: one of which must be a Biological science at grade B. General Studies is not accepted. Consideration may be given to a 4th appropriate subject studied at AS level for the purpose of accumulating points. •For BTEC Extended Diploma (QCF) awards a strong profile (DDD) in a Science course, combined with A level Biology or Human Biology grade at B is required. •For Irish Leaving Certificate an applicant will typically acquire 3 A’s (A1 – A2), 3 B’s (B1 – B2) at the higher level which must include Biology and English. •For the Scottish qualifications an applicant will typically have 3 A's and 2 B's at Higher level which must include Biology & English. •International Baccalaureate should have a minimum of 34 points including Biology. European Baccalaureate shoul dhave a minimum mark of 75%. Applicants whose first language is not English will also be required to obtain English at the higher level. •Science Foundation courses will be considered on individual merit, but a high standard pass (70%) is required. Mature students’ profiles are considered on an individual basis by the admissions team. They should demonstrate some form of study at a suitable level within the last 3 years for example - •GCSE requirements may be relaxed for applicants who are upgrading their academic profiles, but English and Mathematics are expected or equivalent recent study, eg. within an Access course. •Previous degree: Degrees with a 2:2 minimum classification in relevant subject areas will be considered, eg. biology, physiology, psychology. A levels: A recent high grade (A/B) in a Biological Science is considered to be an acceptable form of recent study. •Open University: A grade 2 pass in Human Biology (SK277) is recognised as an acceptable form of recent study. •Access: QAA recognised Science courses are preferred but other Health courses may be considered providing they contain an appropriate level of science. A minimum of 60 level 3 units is required, some Access courses do not provide this number of level 3 units. A distinction / Merit profile is required. •Science Foundation courses will be considered on individual merit, but a high standard pass (70%) is required. •appropriate Foundation Degrees will be considered •Claims for the Accreditation of Prior (Experiential) Learning will be considered.
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Mode of study
Mode of study Duration of study (standard) Maximum registration period Full-time 3 years 5 years Part-time Select not offered Select Sandwich Select not offered Select Distance Select not offered Select
Course codes/categories
UCAS code B160
Contacts
Course Leader (or Course Development Leader)
Dr. Angela Glynn
Admissions Tutor Ms. Clare Deary
Examination and Assessment
External Examiner(s)
Name Place of work Date tenure expires
Dr Helena Johnson
Dr Iain Beith
York St John
St George's University of London and Kingston
Sept 2013
Sept 2014
Examination Board(s) (AEB/CEB)
AEB February and June
CEB February and June
Approval and review
Approval date Review date Validation May 20071 June 20122 Programme Specification September 20113 June 20124
Professional, Statutory and Regulatory Body 1 (if applicable): Health Professions Council
February 2012 June 20125
Professional, Statutory and Regulatory Body 2 (if applicable): Chartered Society of Physiotherapy
May 2007 June 2012
Professional, Statutory and Regulatory Body 3 (if applicable):
1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 5 Date of most recent review by accrediting/ approving external body.
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PART 2: COURSE DETAILS
AIMS AND LEARNING OUTCOMES
Aims The aims of the course are:
12. to enable students to become physiotherapists who are autonomous, client centred, capable and adaptable professional practitioners who will lead the profession into the future.
13. to produce physiotherapists who are fit for practice, purpose and academic award, in line with the Health Professions Council’s Standard of Education and Training and Standards of Proficiency and the Chartered Society of Physiotherapy‘s Learning and Development Principles and Core Standards.
14. to promote an understanding of equality, diversity and culture in order to produce physiotherapists who provide equitable health and social care nationally and internationally.
15. to foster the development of lifelong learning and continuing professional development.
16. to develop reflective and self-critical practitioners.
17. give graduates skills and experiences of communication in a range of health and social care settings.
18. to produce physiotherapists who are able to work collaboratively within an interprofessional team.
19. to develop physiotherapists with knowledge of the current political, social, economic and institutional factors that impact on the health and wellbeing economy and inform the delivery of physiotherapy nationally and internationally.
20. to develop practice within the legal and ethical boundaries of the profession.
21. to produce physiotherapists who promote a culture of health, wellbeing and self –management.
22. to foster a culture of sustainability amongst physiotherapists.
Learning outcomes The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate6. Knowledge and theory Graduates of the course will:
1. Have a systematic understanding of and be able to apply the theory and evidence base of physiotherapy.
2. Have a knowledge and understanding of biological, physical, social, psychological and clinical sciences and be able to apply these to health and social care needs through practice.
3. Apply the principles of assessment and examination to evaluate the
6 Please refer to Course Development and Review Handbook or QAA website for details.
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health and wellbeing needs of the individual.
4. Understand how to design and implement clinical audit and be able to use the outcomes of research, audit and clinical guidelines to address specific issues to support and develop high quality physiotherapy practice.
5. Have an understanding of ethics and governance in health and social care.
6. Understand and evaluate current health and social care policies and appreciate their relevance to health and social care, health promotion and education and the responsibility of the profession to contribute to such policies.
7. Understand, evaluate and respond to new models of service provision and adopt innovative approaches where appropriate
8. Use new technologies as part of their practice to promote and evaluate best practice
Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills.
Academic / Transferable skills for Physiotherapists Graduates of the course will: 10. communicate effectively with service users, carers, other team
members and the wider population
11. access, analyse and critically evaluate information from a wide range of sources to support best practice
12. perform a logical, effective and holistic assessment, based on current scientific information and including information from the service user and other professionals.
13. Use clinical reasoning and problem solving skills to collaboratively plan on-going management strategies for the individual’s health and wellbeing and social care needs.
14. Be able to implement the individual’s management plan using a range of physiotherapy skills, working towards enabling self-management.
15. be able to maintain records effectively and appropriately
16. be able to justify physiotherapy interventions, based on recognized standards
17. Be able to use validated and appropriate outcome measures to underpin their practice and service provision.
18. Be able to communicate information relating to health promotion, education and dissemination of research and audit findings to a range audiences.
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Professional Skills
Graduates of the course will:
10. practise within the legal and ethical boundaries of the profession
11. consider patient safety in all aspects of their practice and practice environment
12. work as an autonomous practitioner using initiative in accordance with current professional codes and scope of practice, seeking guidance where appropriate
13. use feedback and clinical reflection to understand and develop their own behaviour and practice
14. respect and value cultural diversity and uphold the individual’s rights, dignity and autonomy by working in accordance with legislation, policies, procedures and best practice
15. demonstrate respect for the individual by acknowledging their unique needs, preferences and values, and empower them to make informed choices in their management
16. collaborate through participation in professional networks to share best practice, ideas and develop communities of practice.
17. work effectively as a member of a team in order to meet the responsibilities of professional practice
18. maintain fitness for practice through career long reflection and self-directed learning
QAA subject benchmark statement (where applicable)7
The final award of BSc (Hons) Physiotherapy conforms to the QAA subject benchmark statement for Health Professions, Physiotherapy which has been key in the development of the course aims and outcomes and has informed the teaching and assessment strategies. The course content has been developed based on and mapped to the three areas of the benchmark statement:
• The physiotherapist as a registered healthcare practitioner • Physiotherapy skills and their application • Physiotherapy subject knowledge, understanding and skills.
PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)
Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included. The Course meets the Health Professions Council Standards of Education and Training, which consider the level of qualification required, admissions procedures, programme management and resources, and the curriculum including practice placements and assessment strategies.
7 Please refer to the QAA website for details.
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The Health Professions Council Standards of Proficiency have informed the aims and outcomes of the course to ensure that graduates meet the required standards for entry level practice to the profession. These standards outline the expectations of a health professional, and knowledge, understanding and skills for practice as a physiotherapist. The Course has also been mapped to the Chartered Society of Physiotherapy (CSP) ‘Physiotherapy Framework’ for entry level graduates. The course meets the requirements of the HPC and CSP, including the required practice placement hours, enabling graduates to register with the HPC and CSP to practice as a Chartered Physiotherapist.
LEARNING AND TEACHING
Learning and teaching methods This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course. The overall strategy for learning and teaching adheres to the University of Brighton Learning and teaching strategy 2007 and embeds the key principles outlined in the University of Brighton guidance for sustainable development. Our aim is to embed student centred learning and teaching approaches that develop sustainability and encourage reflection and critical thinking across the whole programme promoting life-long learning. By drawing on adult learning principles promoting reflective practice and peer assisted learning approaches our aim is to facilitate students active engagement in the learning process. By encouraging them to problem solve and critically reflect together throughout the course we hope to encourage skills of lifelong learning and enable them to evaluate their own practice and that of others; skills which are essential for achieving high quality patient care. Throughout the course reflection, self-development, self-direction and critical thinking are encouraged and students have the opportunity to develop a broad appreciation of the environmental, social, political and economic dimensions of physiotherapy practice within the health and social care context. The learning and teaching approaches aim to support the overall objectives of the course and the learning outcomes of modules. The modules have been arranged to allow the students to develop and build on their knowledge, skills and professionalism as they progress through the course. The structure of the course with 18 months in university before placements, allows the students to proceed to practice placements with confidence, having addressed and been assessed in the major subjects (theoretical and practical) beforehand. The BSc (Hons) Physiotherapy has a strong emphasis on the development of practical skills which are crucial to the physiotherapist as a practitioner. The learning of practical skills is arranged in small groups with students acting alternately as practitioner and model. This enables the students to practice their skills with continual formative feedback from teachers and peers. The teaching team encourages a problem solving approach using examples of practice scenarios to enable students to relate theory to physiotherapy practice from the beginning of the course. A variety of learning and teaching methods are used throughout the modules. They have been designed to emphasise active participation by the students. The methods include: small group tutorials, discussion & debate, case studies, practical skills sessions, student lead seminars, peer teaching / learning, lectures & presentations both in person and by Camtesia, workshops, experiential learning in practice settings, e-learning including group work in Wikis, video analysis and discussion boards. Inter-professional learning opportunities are embedded in a number of the modules and allow cohorts to meet and discuss issues and aspects of healthcare of common interest. The purpose of this learning and teaching strategy is to encourage a positive approach not only to learning but also the students’ experience of university life. It also aims to promote lifelong learning and the students’ independence and responsibility for their own learning.
Learning and Teaching Method % of Student Effort Lectures 5% Tutorials 10% Practicals 15% Practice Placement 35%
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Independent study 35%
ASSESSMENT
Assessment methods This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course. The course is designed to actively engage students in the assessment process so they have an understanding of the assessment tasks and criteria. Students are provided with the tasks and marking criteria at the start of each module. Marking grids together with formative feedback enable students to c see how marks have been awarded and how to develop their future work. This table maps the Learning Outcomes (Knowledge and Theory & Skills) of the BSc (Hons) Physiotherapy to the assessment methods, modules and credits.
Learning Outcome Knowledge & Theory
Assessment method Module Number of credits
1.Have a systematic understanding and be able to apply the theory and evidence base of physiotherapy.
Practical Exam, cont. assessment Practical Exam & viva Practical Exam & viva Patchwork assessment in Practice Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice
PT504 PT506 PT507 PT529 PT521 PT612 PT613 PT624 PT625
20 20 20 20 20 20 20 20 20
2. Have a knowledge and understanding of biological, physical, social, psychological and clinical sciences and apply these to health and social care needs through practice.
MCQ exam Essay Leaflet & Practical Exam Short answer written Exam Critical appraisal of patient information Essay Exercise plan & Practical Exam Practical Exam & viva Practical Exam, cont. assessment Practical Exam & viva Practical Exam & viva Viva Patchwork assessment Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice
PT410 PT411 PT412 PT413 PT424 PT425 PT422 PT423 PT504 PT506 PT507 PT515 PT529 PT521 PT612 PT613 PT624 PT625
10 10 10 20 20 10 10 10 20 20 20 10 20 20 20 20 20 20
3.Apply the principles of assessment and examination to evaluate the health and wellbeing needs of the
MCQ exam Essay Leaflet & Practical Exam
PT410 PT411 PT412
10 10 10
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individual. Short answer written Exam Critical appraisal of patient information Essay Exercise plan & Practical Exam Practical Exam & viva Practical Exam, cont. assessment Practical Exam & viva Practical Exam & viva Viva Patchwork assessment Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice
PT413 PT424 PT425 PT422 PT423 PT504 PT506 PT507 PT515 PT529 PT521 PT612 PT613 PT624 PT625
20 20 10 10 10 20 20 20 10 20 20 20 20 20 20
4.Understand how to design and implement clinical audit and be able to use the outcomes of research, audit and clinical guidelines to address specific issues to support and develop high quality physiotherapy practice.
Practical Exam, cont. assessment Practical Exam & viva Practical Exam & viva Small research projects & evaluation Patchwork assessment CV and Personal Reflective Statement Literature review & research proposal
PT504 PT506 PT507 PT518 PT529 PT600 PT608
20 20 20 10 20 10 30
5.Have an understanding of ethics and governance in health and social care.
Course work; Portfolio Small research projects & evaluation Literature review & research proposal CV and Personal Reflective Statement
PT400 PT518 PT608 PT600
20 10 30 10
6.Understand and evaluate current health and social care policies and appreciate their relevance to health and social care, health promotion and education and the responsibility of the profession to contribute to such policies.
Course work; Portfolio Leaflet & Practical exam Patchwork assessment CV and Personal Reflective Statement
PT400 PT412 PT529 PT600
20 10 20 10
7.Understand, evaluate and respond to new models of service provision and adopt innovative approaches where appropriate
Patchwork assessment Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice CV and Personal Reflective Statement
PT529 PT521 PT612 PT613 PT624 PT625 PT600
20 20 20 20 20 20 10
8.Use new technologies as part of their practice to promote and evaluate best
Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice
PT521 PT612 PT613
20 20 20
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practice Continuous assessment in Practice Continuous assessment in Practice
PT624 PT625
20 20
Learning Outcomes Skills
1.Communicate effectively with service users, carers, other team members and the wider population
Course work: Portfolio Practical Exam, cont. assessment Practical Exam & viva Practical Exam & viva Viva Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice
PT400 PT504 PT506 PT507 PT515 PT521 PT612 PT613 PT624 PT625
20 20 20 20 10 20 20 20 20 20
2.Access, analyse and critically evaluate information from a wide range of sources to support best practice
Practical Exam, cont. assessment Practical Exam & viva Practical Exam & viva Small research projects & evaluation Course work
PT504 PT506 PT507 PT518 PT608
20 20 20 10 30
3.Perform a logical, effective and holistic assessment, based on current scientific information and including information from the service user and other professionals.
Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice
PT521 PT612 PT613 PT624 PT625
20 20 20 20 20
4.Use clinical reasoning and problem solving skills to collaboratively plan on-going management strategies for the individual’s health and wellbeing and social care needs.
Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice
PT521 PT612 PT613 PT624 PT625
20 20 20 20 20
5.Be able to implement the individual’s management plan using a range of physiotherapy skills, working towards enabling self-management.
Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice
PT521 PT612 PT613 PT624 PT625
20 20 20 20 20
6.Be able to maintain records effectively and appropriately
Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice
PT521 PT612 PT613 PT624 PT625
20 20 20 20 20
7.Be able to justify physiotherapy interventions, based on recognized standards
Practical Exam, cont. assessment Practical exam & viva Practical exam & viva Continuous assessment in Practice Continuous assessment in Practice
PT504 PT506 PT507 PT521 PT612
20 20 20 20 20
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Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice
PT613 PT624 PT625
20 20 20
8.Be able to use validated and appropriate outcome measures to underpin their practice and service provision.
Practical Exam, cont. assessment Practical exam & viva Practical exam & viva Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice Continuous assessment in Practice
PT504 PT506 PT507 PT521 PT612 PT613 PT624 PT625
20 20 20 20 20 20 20 20
9.Be able to communicate information relating to health promotion, education and dissemination of research and audit findings to a range audiences.
Course work; Portfolio Course Work: Leaflet & Practical Viva Small research projects & evaluation Literature review & research proposal CV and Personal Reflective Statement
PT400 PT412 PT515 PT518 PT608 PT600
20 10 10 10 30 10
The Assessment Strategy of the course adheres to the University’s Assessment Policy. The assessments are aligned to the Learning Outcomes for the modules and the Course as a whole and provide a range of opportunities for students’ learning. The range of assessment modalities reflect the skills needed by a Physiotherapist and also ensure that there is no bias towards particular form of assessment. All assessments listed in this table are summative, however opportunities for formative assessment are included in some modules eg PT507, The continuous assessment in practice is done by our network of practice educators, who are supported by the practice education tutor and attend practice educator workshops. Assessment in accordance with a standardised assessment grid used across all practice placements.
SUPPORT AND INFORMATION
Institutional/ University All students benefit from: University induction week Student Handbook: the University and you Course Handbook Extensive library facilities Computer pool rooms (186 workstations at Eastbourne site) E-mail address Welfare service Personal tutor for advice and guidance
Course-specific Additional support, specifically where courses have non-traditional patterns of delivery (e.g. distance learning and work-based learning) include:
In addition, students on this course benefit from: Course and module areas on StudentCentral containing key information regarding module content and assessment requirements and learning materials. The personal tutor will take a larger role in order to support the student’s professional development, in particular through the first and third year professional modules. A Practice Education Tutor, Practice Education Handbook and visits to practice placement by visiting academic tutors. In the final year students will have support and guidance from a Research Supervisor.
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Student representation to the Chartered Society of Physiotherapy and the South East England Network of the Chartered Society of Physiotherapy. And opportunities to become involved in other professional networks such as the Allied Health Professions Research Network and professional activities.
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PART 3: COURSE SPECIFIC REGULATIONS
COURSE STRUCTURE
This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here. Course Content and Student Journey Year 1. Induction week allows the students to familiarise themselves with the campus and meet their fellow students, personal tutors and the course team. The new module PT400 The Physiotherapist as a Professional provides the overriding focus for the first year and starts intensively for the first 2 weeks of the course, this is designed to immerse the new students into their future role as a Physiotherapist and allows some of the mandatory training to be covered early in the course. During this time introductory sessions to the other year 1 modules will take place to help students see how the modules link together. PT400 then runs extensively throughout the remainder of the year, and is a forum for drawing together learning from other modules and placing it into the context of Physiotherapy practice. Students will work closely with their personal tutor to start their professional portfolio during the year. As part of this module, during the second semester students will undertake voluntary experience in the health and social care sector to provide them with early contact with service users to develop their interpersonal and professional skills and increase understanding of the sector. PT400 will also introduce core academic skills to be developed throughout the course. During year one patient cases will be used across the modules to provide a focus as the foundation theoretical and practical skills are taught. Year 2. For the first part of Year 2 students will study a range of modules to develop their clinical skills and knowledge in key areas of Physiotherapy practice, as in year 1 patient cases will be used to enable students to draw the experience from these modules together. Research methods will be introduced to enable students to develop their evidence based practice and give students the opportunity to undertake small scale investigations in small groups. A new module PT529 Health Care Across Practice Settings has been introduced to run for two intensive periods, after Easter either side of the students first practice placement. This module has been designed to draw together the learning from the specialist areas and into the context of the wider practice setting. Students will go out on a 6 week practice placement. Year 3. During Year 3 of the course students will complete 4 more 6 week practice placements to accrue the required clinical hours and range of clinical experience. Students will come into university in between the first two and last two placements during which time they will work in groups on their research literature review and research proposal. In addition a new module PT600 Professional Development for Practice will run extensively throughout the year to develop the students’ managerial skills and prepare them for work as a Physiotherapist in the current climate. At the end of the Academic year a Physiotherapy student conference will be held. Students from all years will present work from a specific module to encourage sharing of experience across the cohorts. Inter-professional education opportunities are available during years 1 & 2, predominantly with the BSC(Hons) Podiatry Course, and a Faculty student conference is held during Year 3 to provide inter-professional education opportunities.
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Modules Status: M = Mandatory (modules which must be taken and passed to be eligible for the award) C = Compulsory (modules which must be taken to be eligible for the award) O = Optional (optional modules) A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules) Level8
Module code
Status Module title Credit
Yr1 4 PT400 M The Physiotherapist as a Professional 20 4 PT410 C Physiology 10 4 PT411 M Pathophysiology 10 4 PT412 M Exercise for Health 10 4 PT413 C Clinical Anatomy and Biomechanics 20 4 PT424 M Musculoskeletal Physiotherapy 20 4 PT425 C Health Psychology and Health Related Behaviour 10 4 PT422 M Rehabilitation through Exercise 10 4 PT423 M Clinical Anatomy 2 10 Yr 2 5 PT504 M Neuromusculoskeletal Physiotherapy and Rehabilitation 20 5 PT506 M Neurological Physiotherapy and Rehabilitation 20 5 PT507 M Cardiorespiratory Physiotherapy and Rehabilitation 20 5 PT515 M Health Psychology and Communication 10 5 PT518 C Research Methods in Healthcare 10 5 PT529 M Healthcare across Practice Settings 20 5 PT521 M Clinical Practice Placement 1 20 Yr 3 6 PT612 M Clinical Practice Placement 2 20 6 PT613 M Clinical Practice Placement 3 20 6 PT624 M Clinical Practice Placement 4 20 6 PT625 M Clinical Practice Placement 5 20 6 PT608 M Research for Evidence Based Practice 30 6 PT600 M Professional Development for Physiotherapists 10 5& 6 PT626 M 1,000 Clinical Hours 0 Status: M = Mandatory (modules which must be taken and passed to be eligible for the award) C = Compulsory (modules which must be taken to be eligible for the award) O = Optional (optional modules) A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)
8 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module.
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AWARD AND CLASSIFICATION
Award type Award* Title Level Eligibility for award Classification of award
Total credits9 Minimum credits10 Ratio of marks11: Class of award
Final BSc (Hons)
Physiotherapy 6 Total credit 360 Minimum credit at level of award Select 360
Levels 5 and 6 (25:75) Honours degree
Intermediate Certificate in Higher Education in Health Sciences
4 Total credit 120 Minimum credit at level of award 90
Select Not applicable
Intermediate Diploma in Higher Education in Health Sciences
5 Total credit 240 Minimum credit at level of award 90
Select Not applicable
Intermediate BSc BSc Health Sciences 6 Total credit 300 Minimum credit at level of award 60
Select Not applicable
Select Select Total credit Select Minimum credit at level of award Select
Select Select
*Foundation degrees only Progression routes from award:
N/A
Award classifications Mark/ band % Foundation degree Honours degree Postgraduate12 degree (exc udes PGCE and BM BS)
70% - 100% Distinction First (1) Distinction
60% - 69.99% Merit Upper second (2:1) Merit
50% - 59.99% Pass
Lower second (2:2) Pass
40% - 49.99% Third (3)
9 Total number of credits required to be eligible for the award. 10 Minimum number of credits required, at level of award, to be eligible for the award. 11 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 12 Refers to taught provision: PG Cert, PG Dip, Masters.
79
EXAMINATION AND ASSESSMENT REGULATIONS
Please refer to the Course Approval and Review Handbook when completing this section. The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral). Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.
The general examination and assessment regulations (GEAR) of the University of Brighton apply to this course. In addition, the following course-specific regulations apply: Period of Registration 1. As this course leads to registration as a health professional the normal
period of registration for this course is 3 years and the maximum period of registration is normally 5 years.
Professional Regulations 1. Students are required to observe appropriate professional dress and
appearance when on practice placement. 2. When on practice placement the students are also bound by the
regulations of the institution in which they have been placed. 3. The Professional codes of conduct of the Health Professions Council and
the Chartered Society of Physiotherapy apply to student physiotherapists. 4. All the students must be registered with the CSP as student
physiotherapists. 5. Students must also comply with Faculty of Health Fitness to Practice
Policy. 6. Students are required to have an enhanced Criminal Record Bureau
(CRB) check on admission to the programme and will be required to confirm their CRB status in years 2 and 3.
Attendance Regulations 1. Students are normally expected to attend all elements of the course.
Students who do not attend at least 80% of any university based module will not normally be permitted to take the assessment for that module and may be required to repeat the module with attendance. As a consequence they may then not be able to progress to the next part of the course. Attendance is monitored by registers taken at each session of University based modules, and by the Practice Educators on Practice Placement.
2. Students must complete a minimum of 1,000 hours of clinical experience during the course. Completion of these 1000 hours of clinical experience is a requirement of the Chartered Society of Physiotherapy. Students failing to complete the required minimum hours due to mitigating circumstances may be given the opportunity to achieve these either during vacation times or during the summer period at the end of the course. Module PT626 which is non-credit rated, records the completion of the hours on CAMS.
Assessment Regulations 1. Students referring two or more of the Level 5 Practical assessments
(PT504, PT506, PT507) will not normally proceed to take PT521 Practice Placement 1 until they have successfully passed the modules.
2. Referral of modules is permitted at all three levels except for practice education modules where (contrary to GEAR) marks less than 40% will be considered a fail and the student will be required to repeat the module
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with attendance. 3. If the repeat of a practice education module, or a second practice
education module is failed, i.e. a mark less than 40%, the student will normally be required to leave the course.
4. There is no provision for an aegrotat award from this programme. Exceptions required by PSRB These require the approval of the Chair of the Academic Board
Appendix 5 Referencing
SCHOOL OF HEALTH SCIENCES: REFERENCES AND REFERENCING GUIDELINES FOR PHYSIOTHERAPY STUDENTS
INTRODUCTION
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Section 1: REFERENCES IN THE TEXT
a) One author
b) Authors of two different works
c) Two or three authors of one work
d) More than three authors of one work
e) An author with more than one cited publication in the same year
1.1 Citing secondary sources
Section 2: REFERENCE LIST
2.1 A book reference
2.2 Works where the author and publisher are the same
2.3 Works that have an editor(s)
2.4 Reference to a chapter in a book
2.5 Journal reference
2.6 Corporate authors, reports, etc.
Section 3: MISCELLANEOUS EXAMPLES
3.1 Sequence of references by the same author
3.2 Referencing from electronic sources
3.3 From email
3.4 WWW document
3.5 Electronic journal
Section 4: FURTHUR READING
4.1 Books
4.2 Internet sources
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INTRODUCTION
These guidelines are intended to clarify the use of references in assessed work for all courses or modules within the School of Health Sciences.
Why referencing?
Referencing is essential to show that you have researched your material, that the ideas that you present have been considered in the light of documented material on the subject, to differentiate between your own opinions and the views of those who have greater knowledge and wider experience of the given subject. References are necessary to substantiate the knowledge, theories and discussions that you present in your papers.
You may refer to literature in order to:
• Give factual information
• Illustrate a point
• Present a theoretical perspective
• Present an argument or counter argument
• Support an argument or a counter argument of your own
References are necessary to acknowledge the source of your information, ideas and arguments. The reader should be able, from your reference list, quickly to follow up your source of information. References need to be cited in two places – once in abbreviated form when you refer to the document in the text, and then in full at the end of the work.
A reference is a description of a published work that you have referred to either directly or indirectly in your text.
A bibliography lists books and articles which are relevant to a piece of work and have been used in your research as a source of information or inspiration; no direct or indirect reference is made to this work in the text.
There are two common ways of linking abbreviated references in the text to a full description of the published work – either numeric (i.e. a number in the text which is linked either to a footnote or to a numbered list at the end of the paper) or author/date (also known as the Harvard or parenthetical system) where the briefest author/date information appears in parentheses (brackets) in the text and the full description in an alphabetical list at the end of the paper. The Harvard method is in use in the School of Health Sciences and must be used at all times. The particular interpretation or convention of the Harvard method used in the School is the Chicago Manual of Style.
If you look on the library shelves at guides to writing theses, student papers etc., you will find a bewildering array of style conventions (British Standard, APA, MLA etc.). The School recommends the use of the Chicago Manual of Style: books and online guides that use this convention are listed at the end of this guide. In the examples that follow, the punctuation and italicisation follows the Chicago style: you should also follow this style, but if you cannot produce italic text, underlining may be substituted.
Under no circumstances should another writer’s material or ideas be presented without acknowledging the source – if you do so it is plagiarism and your work will be penalised.
Section 1: REFERENCES IN THE TEXT
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In the body of the text the surname of the author(s) is given followed by the year of publication, all in brackets. Only if you are giving a direct quote from your source should you provide the page number as well. If the author’s name appears naturally in your text, only cite the date in brackets.
Examples.
a) One author
The process of qualitative research mirrors that of the traditional scientific method used in the natural sciences (Parahoo 2006).
In one study (Gournay 2010) it was found that...
Seedhouse (2009) argued that…
“There are a number of theories of learning that can underpin professional education programmes" (Gopee 2008, 45).
b) Authors of two different works
Note: The references in brackets are in alphabetical order.
Journals have been used to support reflective practice (Bolton 2005; Moon 2006).
c) Two or three authors of one work
Early history taking is essential in the prevention of thromboembolic episodes (Wylie and Bryce 2008).
In the course of this discussion, Baughan and Smith (2008) commented that caring is at the heart of everything a student nurse does.
Research suggests that synthetic Oxytocin expediates the third stage of labour (Pendiville, Elbourne & McDonald 2007).
Rashid, Clark & Rashid (2009) used gradated jugs to measure blood clots.
As stated by Dougherty & Lister (2011, 2).
d) More than three authors of one work
The work by Olsen et al. (2010) introduces clinical calculations to students.
Patients with viral myocarditis often present with prodromal symptoms of fever, rash, myalgia, arthralgias and respiratory and gastrointestinal symptoms' (Elamm et al, 2012).
e) An author with more than one cited publication in the same year
Distinguish these by adding lower case letters (a, b, c, etc.) after the year and within the brackets:
Polit (2007a) proposed that…
It has been argued by Polit (2007b) that…
1.1 Citing secondary sources
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Whenever possible, quote from the original source. When this is not possible (e.g. when the original is unpublished, or for some other reason is not readily available) use the term ‘cited by’ followed by the reference for the work in which it is quoted.
Evidence from Casey is cited by Piper (2009) to show that action research could be used to help nurses meet this opportunity.
When you refer to this in the reference list, it should be listed under Piper:
Piper, S. 2009. Health promotion for nurses: theory and practice. London: Routledge.
Section 2: REFERENCE LIST
At the very end of the essay or dissertation, references should be given in full in alphabetical order. Do not depend on the cover of a book for accurate bibliographical information. Use the information on the title page (for author, title, volume number if relevant, place of publication and publisher) and its reverse or ‘verso’ (for publication date and edition).
2.1 A book reference should contain:
1. Author’s surname followed by initials (second and third authors are not inverted and if there are more than three authors ‘et al’ must not be used, all names must be listed)
2. Year of publication.
3. Title of book in italics (or underlined if italics are not available).
4. Edition of book if not the first.
5. Volume number if there is more than one.
6. Place of publication.
7. Publisher’s name.
Examples: (Please note and follow the punctuation and use of italics!)
Barker, J. 2010. Evidence-based practice for nurses. London: Sage.
Blows, W.T. 2003. The biological basis of nursing: mental health. London: Routledge.
Hall, C. and D. Ritchie. 2009. What is nursing: exploring theory and practice. Exeter: Learning Matters.
Johnson, R. and W. Taylor. 2010. Skills for midwifery practice. 3rd ed. Edinburgh: Churchill Livingstone.
Pocock, G. and C.D. Richards. 2009. The human body: an introduction for the biomedical and health sciences. Oxford: Oxford University Press.
Webb, P., C. Bain. and S. Pirozzo. 2005. Essential epidemiology: an introduction for students and health professionals. Cambridge: Cambridge University Press.
Elamm, C., D. Fairweather, L.T. Cooper 2012 Pathogenesis and diagnosis of myocarditis Heart 98 (11) 835-840.
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2.2 Works where the author and publisher are the same.
When the author and publisher are the same, the name should be repeated e.g.
British Heart Foundation. 2009. Physical activity and your heart. London: British Heart Foundation.
2.3 Works that have an editor(s)
Where the book is an edited collection of material with no author listed on the title page, use the abbreviation ‘ed’ or ‘eds’ for editor(s) or ‘comp’ or comps’ for compiler:
Blaber, A., ed. 2008. Foundations for paramedic practice. Maidenhead: Open University Press.
2.4 Reference to a chapter in a book
If, however, the reference is to a specific chapter then it must be put under the name of the author of the chapter:
Whitnell, J. 2008. Safeguarding children. In: Foundations for paramedic practice: a theoretical perspective, edited by A. Blaber. Maidenhead: Open University Press.
2.5 A journal reference should contain:
(Please note and follow the punctuation and use of italics!)
1. Author’s surname, followed by initials (second and third authors are not
inverted and if there are more than three authors, use the first author plus ‘et al’).
2. Year of publication.
3. Title of article.
4. Title of journal, italicised (or underlined if italics are not available).
5. Volume number
6. Issue number, in brackets.
7. The number of the first and last pages on which the article appears.
Examples:
Cotton, J 2009. Providing an integrated admissions avoidance service. British Journal of Community Nursing 14 (4): 153-156.
Flaskerud, J.H. 2009. Dementia, ethnicity and culture. Issues in Mental Health Nursing 30 (8): 522-523.
Hands, C., J. Round. and J. Thomas. 2010. Evaluating venepuncture practice on a general children’s ward. Paediatric Nursing 22(2): 32-35.
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Lagan, B.M. and K, Casson. 2010. Support needs of women who continue to smoke in pregnancy. British Journal of Midwifery 18(4): 229-235.
Popular weekly or monthly journals often do not have volume numbers and should be cited by date only. Page numbers follow, separated from the date by a comma – but if the article jumps from one part of the magazine to another, page numbers may be omitted.
Example
MacKenzie, D. 2009. The predictable pandemic. New Scientist 2 May 2009, 6-7.
Journals should be referred to by their full name, even if the journal title is very long.
2.6 Corporate authors, reports, etc.
Reports which are not the responsibility of one individual should be listed under the name of the body responsible for their publication. They should not be listed under the name of the chairman of a committee, in spite of the fact that they are commonly referred to in this way.
Example: the “Darzi” report:
Department of Health. 2008. High quality care for all: NHS next stage review final report. [Darzi report] Norwich: Stationery Office.
Note that with lengthy corporate authors, the citation in the text may be abbreviated to something that agrees with the start of the name – e.g. (Department of Health 2008) but not (Darzi report 2008).
Section 3 MISCELLANEOUS EXAMPLES
Department for Children, Schools and Families. 2010. Working together to safeguard children: a guide to interagency working to safeguard and promote the welfare of children. Nottingham: Department for Children, Schools and Families.
Mental Health Act 2007: Chapter 12. 2007. Norwich: Stationery Office.
Nursing and Midwifery Council. 2008. Standards to support learning and assessment in practice: NMC standards for mentors, practice teachers and teachers. London: Nursing and Midwifery Council.
3.1 Sequence of references by the same author
These should be in date order within the alphabetical sequence with the oldest reference first:
Dimond, B. 2006. Legal aspects of midwifery. 3rd ed. Oxford: Butterworth-Heinemann.
Dimond, B. 2008. Legal aspects of nursing. 5th ed. Harlow: Pearson Education.
Dimond, B. 2009. Legal aspects of consent. 2nd ed. London: Quay.
3.2 Referencing from electronic sources
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There is no agreed method for citing electronic sources and the key text on the subject (Li and Crane 1996) does not cover the Chicago style. But it is possible to adapt the conventions for print material to electronic sources. The following elements should be included if available:
Author’s surname and initials (if there is an author, if not use name of the organisation etc. responsible for the website)
Year of publication
Title of document cited
Type of medium (e.g. website, e-journal)
Location (URL, ftp address etc.)
Date accessed (essential for online documents which may change location but not necessary for ‘stable’ sources)
For an e-book from an e-reader (e.g. Kindle) the following should be included:
Author’s surname, followed by initials
Year of publication
Title of book in italics
Edition (e.g.Kindle)
Medium (e-book)
Place of publication
Publisher’s name
For example; Dougherty, L, and S. Lister. 2011. The Royal Marsden Hospital Manual of Clinical Nursing Procedures. Kindle Edition. (e-book) Chichester: Wiley Blackwell
3.3 From email
Cite Author. Year. Subject line from email posting. [Email] Type of posting (personal, to group, memo) [date accessed]:
Jones, K. 2009. Nurse education in Sussex. [Email] Personal email to J. Smith. [14 April 2009].
3.4 WWW document
Cite Author (if there is one). Year. Title of document. [Online] Place of publication: Publisher (if you can ascertain this). Available from: (i.e. location of document) [date accessed]:
National Institute for Health and Clinical Excellence. 2008. Stroke: diagnosis and initial management of acute stroke and transient ischaemic attack. [Online] London: National Institute for Health and Clinical Excellence.
Available from: http://www.nice.org.uk/CG68 [27 January 2010].
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Royal College of Midwives. 2008. Maternity care for disabled women: guidance paper. [Online] London: Royal College of Midwives. Available from:
http://www.rcm.org.uk/college/standards-and-practice/guidance-papers/ [26 May 2010].
Note: don’t put in any extra punctuation after the URL which might be misread as a part of the address. For this reason, it is sensible to put the URL on a separate line.
3.5 Electronic journal
To cite a full-text article from an electronic source (e.g. via a database link) use the standard method of referencing an article. If the article is only available from an Internet source, follow the style used for journal articles and add [Online] Location and date accessed:
Gunn, J.A. 2007. Ethical dimensions within qualitative research. Online Journal of Health Ethics 4 (1) [Online]. Available via Online Library at: http://www.ojhe.org/ [23 April 2010].
Section 4 FURTHER READING
4.1 Books • Li, X. and N.B. Crane. 1996. Electronic styles: A handbook for citing electronic
information. 2nd ed. Medford, N.J: Information Today. This is the most cited book on the subject but it does not cover the Chicago style. It does, however, include every type of electronic source you are likely to encounter and once you have grasped the principles of the Chicago style, you can adapt the examples given in the first half (APA style) of this book.
• Turabian, K.L. 2007. A manual for writers of term papers, theses and dissertations. 7th ed. Chicago: University of Chicago Press.
Much more digestible than the Chicago Manual of Style on which all the examples are based. See in particular Chapter 8 on ‘Parenthetical references and reference lists’.
• University of Chicago Press. 2003. The Chicago manual of style. 15th ed. Chicago: University of Chicago Press.
The ‘bible’ of the Chicago style and over 900 pages long but you can get by on chapter 16 on author-date citations and reference lists. Unfortunately, it is weak on electronic sources.
4.2 Internet sources
• Cross, P. and K. Towle. 1996. A guide to citing Internet sources. [Online] Poole: Bournemouth University. Available from:
http://www.emeraldinsight.com/Insight/ViewContentServlet?contentType=Article&Filename=/published/emeraldfulltextarticle/pdf/2870260305.pdf (Accessed 7 September 2015]
Uses Harvard method and something similar to Chicago for citations
• Hunter College Writing Center. [1998]. The documented essay/research paper: Chicago Manual of Style documentation. [Online] New York: Hunter College. Available from:
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http://rwc.hunter.cuny.edu/reading-writing/on-line/chicago.html [Accessed 7 September 2015]
Read section headed ‘Documentation two: author-date style’
• ASK guide on Studentcentral. Available from: http://about.brighton.ac.uk/ask/undergraduates/reading-and-research/referencing/
(Accessed 7 September 2015)
Appendix 6 Year planner 2015-2016
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Room Book Wk No
Teach Wk No
Week beginning Monday
Notes yr 1 BSc yr 2 BSc yr 3 BSc
31-Aug clinical 2
7 Sept resit theory from yr1 clinical 2
14 resit prac from yr1 clinical 2
21 clinical 2
10 28 Start of Term 2015/16 Induction Induction clinical 2
11 05-Oct Teaching Teaching clinical 2
12 12 Teaching Teaching Teaching13 19 Teaching Teaching Teaching14 26 Teaching Teaching clinical 3
15 02-Nov Teaching Teaching clinical 3
16 9 Teaching Teaching clinical 3
17 16 Teaching Teaching clinical 3
18 23 Teaching Teaching clinical 3
19 30-Nov Teaching Teaching clinical 3
20 7 Term ends 11.12.15 Teaching Teaching research21 14 Christmas22 21 and23 28 New Year24 04-Jan Term starts 04.01.16 Teaching Teaching clinical 425 11 Teaching Teaching clinical 426 18 Teaching Teaching clinical 427 25 Assessment Assessment clinical 428 01-Feb Assessment Teaching clinical 429 8 Teaching Teaching clinical 430 15 Teaching Teaching research31 22 Teaching Teaching clinical 532 29 Teaching Teaching clinical 533 07-Mar Teaching Teaching clinical 534 14 Term ends 18.03.16 Teaching Assessment clinical 535 21 Good Friday 25.03.16 Easter Easter clinical 536 28 Easter Easter clinical 537 04-Apr Easter Easter38 11 Term starts 11.04.16 Teaching Teaching PT529 only39 18 Teaching Mandatory training40 25 Teaching clinical 1 Teaching
41 02-May Teaching clinical 1 Teaching
42 9 Teaching clinical 1 Teaching
43 16 Teaching clinical 1 Teaching
44 23 Teaching clinical 1 Teaching
45 30-May Assessment clinical 1 Teaching
46 6 Term ends 10.06.16 Assessment Teaching Teaching
47 13 Assessment48 2049 2750 04-Jul Year 2 resit week TBC51 11 Year 2 resit week TBC52 18
Appendix 7
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Useful Telephone Numbers
University Main Switch Board - Brighton (01273) 600 900
Direct line to the Departmental Office - Brighton (01273) 643 772
Physiotherapy Staff - Robert Dodd Building
If phoning from outside the university, prefix the extension number by "64"
and use a Brighton area code (01273).
Name phone extension email address room numbers
Mrs Tiff Blackburn 3898 [email protected] G8
Mr Samuel Blanchard [email protected] G25
Mr Guy Canby 4710 [email protected] G2
Ms Helen Fiddler 3657 [email protected] 110
Mrs Trish Fordham 4588 [email protected] G28
Mr Kishore Garikipati 4712 [email protected] 124
Dr Angela Glynn 3660 [email protected] G1
Dr Clair Hebron 3878 [email protected] G23
Ms Hazel Horobin 3711 [email protected] 200
Dr Virginia Jenkins 3653 [email protected] 102
Dr Raija Kuisma 4198 [email protected] 135
Dr Jane Morris 3651 [email protected] 100
Mr Colin Paterson TBC TBC TBC
Dr Lucy Redhead 3650 [email protected] G6
Dr Colette Ridehalgh 3686 [email protected] 149
Ms Sarah Jane Ryan 3515 [email protected] G12
Ms Kitty Suddick 3516 [email protected] G25
Mrs Sharon Sneddon 3876 [email protected] 111
Dr Pirjo Vuoskoski 4709 [email protected] G22
Administrative staff
Mrs Claire Carvey 3772 [email protected] 129
Mrs Sara Hester 3873 [email protected] 128
Mrs Lisa Harford 3772
Mrs Nicky Pont 3770
Technical Staff
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Mr Robin Jefford 3660 123
Mr Rick Scarle 3643 118
Caretakers/ Security - 3801 daytime, 1965 night time.
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Appendix 8 University Assessment Criteria Descriptors
80-100 A+
First class / Distinction
All learning outcomes/ assessment criteria have been achieved to an exceptionally high level.
An outstanding response to the task. The work demonstrates most or all of the following characteristics beyond that expected for work at the given level of study within the discipline:
• Exceptional display of understanding, exploration, insight and/or research. • All specifications for the assessment task, including word limit/time limit where
appropriate, have been adhered to. • The organisation, structure and standard of presentation of the work, including
referencing and compliance with the referencing policy is exemplary throughout. • The work has been approached and/or executed/performed in an original way. • Inspirational, innovative and authoritative - evidence of intellectual rigour, independence
of judgement and insightful contextualisation, including relevant theory/literature/artefacts/performance.
• Evidence of very high quality analysis, synthesis, reflection, evaluation and critical appraisal.
• Consistently displays very high levels of initiative, personal responsibility, decision-making and achievement.
• Exceptional understanding of the complexity of practice and makes sense of the situation in a meaningful way
A 75-79 A-70-74
First class / Distinction
All learning outcomes/ assessment criteria have been achieved to a high standard and many at an exceptionally high level.
An excellent response to the task. The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline:
• In-depth understanding, exploration, insight and/or research. • All specifications for the assessment task, including word limit/time
limit where appropriate, have been adhered to. • The organisation, structure and standard of presentation of the work,
including referencing and compliance with the referencing policy is excellent throughout.
• The work has been approached and/or executed/performed in an original way.
• Insightful contextualisation, including relevant theory/ literature/ artefacts/ performance.
• Evidence of high to very high quality analysis, synthesis, reflection, evaluation and critical appraisal.
• Demonstrates high levels of initiative, personal responsibility, decision-making and achievement.
• Evidence of insightful understanding of the complexity of practice and makes sense of the situation in a meaningful way
B+ 67-69 B 64-66 B- 60-63
Upper Second class / Merit
All learning outcomes/ assessment criteria have been met fully at a good or very good standard.
A good to very good response to the task. The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline:
• Good to very good understanding and exploration, some insight and/or thorough
research. • No significant inaccuracies, misunderstandings or errors. • The specifications for the assessment task, including word limit/time limit where
appropriate, have been adhered to.
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• The work is well organised, coherent and the standard of presentation, including referencing and compliance with the referencing policy is at least good.
• The work has been approached and/or executed/performed in a comprehensive and appropriate way.
• Appropriate contextualisation, including relevant theory/ literature/ artefacts/performance.
• Evidence of high quality analysis, synthesis, reflection, evaluation and critical appraisal. • Demonstrates good levels of initiative, personal responsibility, decision-making and
achievement. • Good to very good understanding of the complexity of practice and makes sense of the
situation in a meaningful way C+57-59 C54-56 C-50-53
Lower Second class / Pass
All learning outcomes/ assessment criteria have been met and some may have been achieved at a good standard.
A sound, competent response to the task. The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline:
• Sound understanding and exploration, some insight and/or appropriate research. • No significant inaccuracies and/or misunderstandings. • No significant aberrations from the specifications for the assessment task, including word
limit/time limit where appropriate. • The work is suitably organised (clearly presented but with little development) and the
standard of presentation, including referencing and compliance with the referencing policy is at least sound.
• The work has been approached and/or executed/performed in a standard way. • Sound analysis, synthesis, reflection, evaluation and critical appraisal. • Demonstrates some levels of initiative, personal responsibility, decision-making and
achievement • Sound understanding of the complexity of practice and some insight.
D+ 47-49 D 44-46 D- 40-43
Third class / Pass
All learning outcomes / assessment criteria have just been met.
An adequate, but weak response to the task. The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline:
• Adequate understanding and/or exploration of major ideas with little insight and/or
minimal research. • Some minor inaccuracies and/or misunderstandings. • Some minor aberrations from the specifications for the assessment task, including word
limit/time limit where appropriate. • The work is largely descriptive (although generally coherent there is some lack of clarity of
thought or expression; poor quality in at least one area), some parts of the work are disorganised and the standard of presentation, including referencing and compliance with the referencing policy is barely adequate.
• The work has been approached and/or executed/performed in a basic and/or poor way. • Some, but limited, evidence of analysis, synthesis, evaluation and critical appraisal. • Demonstrates limited levels of initiative, personal responsibility, decision-making and
achievement. • Adequate understanding of the complexity of practice but with little insight.
E+ 37-39 E 34-36 E- 30-33
Fail
One or more of the learning outcomes/ assessment criteria have not been met.
An unsatisfactory response to the task. The work may display some strengths but these are outweighed by several weak features in relation to the expectations for the given level of study within the discipline, such as:
• Limited understanding and/or exploration of major ideas with very little insight and/or
minimal research.
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• Some significant inaccuracies and/or misunderstandings. • Insufficient attention paid to some of the assessment criteria and some significant
aberrations from the specifications for the assessment task (such as not keeping to the word limit/time limit and /or minor elements of the work are missing).
• The work is too descriptive, parts of the work are disorganised and unclear and the standard of presentation, including referencing and compliance with the referencing policy is poor.
• The work has been approached and/or executed/performed in a poor way. • Insufficient evidence of analysis, synthesis, reflection, evaluation and critical appraisal. • Little evidence of initiative, personal responsibility, decision-making and achievement. • Limited understanding of the complexity of practice with very little insight.
F+ 20 - 29 F 10 - 19
Fail
Most of the learning outcomes/assessment criteria have not been met.
An unsatisfactory response to the task. Any strengths of the work are heavily outweighed by many features in relation to the expectations for the given level of study within the discipline, such as:
• Very limited understanding and/or exploration of major ideas with little or no insight
and/or minimal research. • Several significant inaccuracies and/or misunderstandings. • Insufficient attention paid to several of the assessment criteria and some serious
deviations from the specifications for the assessment task (such as not keeping to the word limit/time limit and/or major elements of the work are missing).
• The work is descriptive and the standard of presentation including referencing and compliance with referencing policy is very poor.
• The work has been approached and/or executed/performed inadequately. • Little evidence of analysis, synthesis, reflection, evaluation and critical appraisal. • Little to no evidence of initiative, personal responsibility, decision-making and
achievement. • Very limited understanding of the complexity of practice with little or no insight.
F- 0-9 Fail
Almost none of the learning outcomes/ assessment criteria have been met.
An unsatisfactory response to the task. The work fails to meet the requirements in relation to those expected at the given level of study within the discipline, exemplified by most or all of the following:
• Almost no understanding and/or exploration of ideas. • Many serious inaccuracies and/or misunderstandings. • No attention paid to all or most of the assessment criteria and/or to the specifications for
the assessment task (such as not keeping to the word limit/time limit and/or major elements of the work are missing).
• Very poor standard of presentation including referencing, where appropriate, and does not comply with referencing policy.
• The work has been approached and/or executed/performed inadequately. • No evidence of analysis, synthesis, reflection, evaluation and critical appraisal. • No evidence of initiative, personal responsibility or understanding. • Very poor understanding of the complexity of practice