Download - BSc (Hons) Physiotherapy · 4. Promote enquiring practitioners with the necessary clinical reasoning skills to identify, implement and inform best available practice. 5. Encourage

1

Faculty of Health and Human Sciences

School of Health Professions

BSc (Hons)

Physiotherapy

Placement Handbook

August 2019

Placement education handbook P a g e | 2

PLEASE NOTE:

All the information in this Handbook is correct at the time of printing. Courses are regularly reviewed and updated so details may change. Occasionally, a module listed in the Handbook may be replaced or withdrawn.

Plymouth University is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the University interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.

1 Welcome and Introduction

If you require any part of this publication in larger print, or an alternative

format, please contact:

Mrs Samantha Ainsworth

Faculty of Health, Education and Society

Plymouth University

Peninsula Allied Health Centre

Derriford Road

Plymouth

PL6 8BH

Telephone Number 01752 588802


Contents

1 Welcome and Introduction ................................................................................... 2

1.1 Introduction ............................................................................................................. 5

1.2 Useful contacts and numbers .................................................................................. 6

2 Overview of the Physiotherapy programme ......................................................... 8

2.1 Programme philosophy ........................................................................................... 8

2.2 Aims of the Programme .......................................................................................... 8

2.3 Learning and Teaching ........................................................................................... 8

2.4 Teaching and Learning Strategies ........................................................................ 12

2.5 Programme Revalidation....................................................................................... 13

2.6 Module Content .................................................................................................... 13

2.7 Summaries of Module Content .............................................................................. 14

2.8 Assessment Strategy ............................................................................................ 25

3 The Placement Experience ................................................................................ 28

3.1 Placement Education Management – Roles and Responsibilities ......................... 30

3.2 Placement Support- Electronic Resources ............................................................ 32

Figure 3-1: Electronic placement resources ........................ Error! Bookmark not defined.

3.3 Stages of Practice Placement Organisation .......................................................... 33

3.3.1 Pre-placement ............................................................................................... 33

3.3.2 During the placement ..................................................................................... 36

3.3.3 At the completion of the placement: ............................................................... 37

3.4 Placement Induction and Orientation .................................................................... 39

3.5 Placement Documentation .................................................................................... 41

3.5.1 Learning contract ........................................................................................... 41

3.5.2 Placement reflection ...................................................................................... 41

3.5.3 Documentation for submission ....................................................................... 41

3.5.4 Verifying Placement Marks ............................................................................ 41

3.5.5 Placement Document Checklist ..................................................................... 42

3.6 Documentation of hours completed during the placement ..................................... 43

3.7 Sickness ............................................................................................................... 43

3.8 Placement Assessment ........................................................................................ 45

3.8.1 Pass/ Fail criteria ........................................................................................... 46

3.8.2 Assessment Processes .................................................................................. 46

3.8.3 Assigning marks ............................................................................................ 47

3.8.4 Further information on assessment ................................................................ 48

3.8.5 High performing students ............................................................................... 48


3.9 Placement support ................................................................................................ 49

3.9.1 Placement support process ............................................................................ 49

3.9.2 Additional support mechanisms ..................................................................... 50

3.10 What if a Placement Educator is concerned about some aspects of a student’s

practice? .......................................................................................................................... 51

Figure 3-2: Support for Weak and Failing Students on Placement: Action Plan ............... 52

3.11 Other placement issues ........................................................................................ 53

3.11.1 Student feedback ........................................................................................... 53

3.11.2 Health and safety risk assessment and accident reporting ............................. 53

3.11.3 Occupational Health....................................................................................... 53

3.11.4 Supporting students with disabilities .............................................................. 53

3.11.5 Lone working ................................................................................................. 54

3.11.6 Arrangements for students who need to repeat a placement ......................... 54

3.12 Frequently asked questions .................................................................................. 55

4 Role development of Placement Educators ....................................................... 57

5 Appendices ........................................................................................................ 58

Appendix 1: Placement timesheet ...................................... Error! Bookmark not defined.

Student Experience Record Sheet ........................................... BSc (Hons) Physiotherapy

Error! Bookmark not defined.

Appendix 2: Placement assessment record booklet ............ Error! Bookmark not defined.

Appendix 3: Placement Assessment Guidelines- Year 1 .... Error! Bookmark not defined.

Appendix 4: Placement assessment guidelines year 2 ....... Error! Bookmark not defined.

Learning Outcomes and Marking Criteria ....................Error! Bookmark not defined.

Appendix 5: Placement assessment guidance- year 3 (PHY321) ...... Error! Bookmark not

defined.


I. Interpersonal skills and Professional Behaviour .......Error! Bookmark not defined.

Appendix 6: Placement assessment guidance- year 3 (PHY324) ...... Error! Bookmark not

defined.


I. Interpersonal skills and Professional Behaviour .......Error! Bookmark not defined.

Appendix 7: Placement risk assessments ...................................................................... 224

Appendix 8: Recommended texts ....................................... Error! Bookmark not defined.


1.1 Introduction

This Placement Education handbook provides essential reference information related to the

practice placement elements of the BSc (Hons) Physiotherapy programme at Plymouth

University. This handbook has been written for the Placement Educator, the students as

well as the staff at the University.

The programme is based in the School of Health Professions and has a philosophy that

values inter-professional working, education and practice. Within the first year of study in

particular, students learn alongside other AHP students from within the school further

opportunities for inter-profesisonal learning are available in later parts of the programme.

Practice based placements provide students with further inter-professional learning

opportunities both with peers on placement from other Health Profession courses and with

other key Professional groups within each clinical area.

The School of Health Professions is committed to academic quality in learning and teaching

and to health care research. There is an active Research Development Unit and academic

staff are involved in the creation and dissemination of knowledge related to improving patient

care and health services in a range of contexts. There are opportunities for graduates with

high honours awards from this programme to apply for full time PhD studentships in the

Faculty on completion of the programme.

A key philosophy of the programme is the use of Problem Based Learning for its curriculum

delivery. This approach aims at developing engaged practitioners who are equipped for the

challenges of lifelong learning.


1.2 Useful contacts and numbers

Physiotherapy staff:

Physiotherapy Academic Lead –

Heather Hunter

01752 588842

[email protected]

Physiotherapy Programme Lead –

Alec Rickard

01752 588850

[email protected]

Physiotherapy Placement Team:

Christie Robinson

01752 587656

[email protected]

Sian Goddard

01752 587567

[email protected]

Susan May

01752 588814

[email protected]

Physiotherapy Programme Staff:

Claire Hornsby

01752 588844

[email protected]

Dr Chris Byrne

01752 587557

[email protected]

Dr Lisa Bunn

01752 588882

[email protected]

Dr Liz Candy

01752 588808

[email protected]

Kath Donohue

01752 588818

[email protected]

Dr Fiona McLeod

01752 588851

[email protected]

Danielle Munford

01752 587595

[email protected]

mailto:[email protected]













Vasileios Lepesis

01752 587545

[email protected]

Dr Hilary Gunn

01752 588825

[email protected]

Library contact number

https://www.plymouth.ac.uk/student-

life/your-studies/library

01752 588588

[email protected]

c.uk

Learning support, Health & Wellbeing

Services

https://www.plymouth.ac.uk/student-

life/services/learning-gateway

Student Counselling

01752 587676



https://www.plymouth.ac.uk/student-life/your-studies/library

https://www.plymouth.ac.uk/student-life/your-studies/library




https://www.plymouth.ac.uk/student-life/services/learning-gateway

https://www.plymouth.ac.uk/student-life/services/learning-gateway

Programme overview P a g e | 8

2 Overview of the Physiotherapy programme

2.1 Programme philosophy

Learning and teaching in the School of Health Professions is underpinned by a set of

principles outlined so that our students should become responsible and reputable

professionals who:

practise competently, safely and effectively

engage in practice that is firmly evidence based

deliver service user, client or patient led services

work flexibly and are responsive to national, regional and local need

are highly reflective

work collaboratively with others

contribute to professional knowledge throughout their career

value anti-discriminatory and anti-oppressive practice

operate within the ethical guidelines of their profession

A prime objective of the programme is that Plymouth University physiotherapy graduates

should have well developed practical skills, underpinned by the necessary theoretical and

research basis. Central to this development is the commitment of sufficient time during

university based modules to allow students to reach high standards in practical areas.

The programme team is committed to the education of students for lifelong learning.

Students will gain the knowledge, skills, abilities and personal qualities to function

autonomously and flexibly and to continue to develop as an effective practitioner and

member of the multidisciplinary team in the ever-changing health care environment. Central

to this development is the use of a problem based learning curriculum for the physiotherapy

specific elements of the course.

The programme uses a pattern of interspersing university-based education with practice

placements throughout the three years of the course. This is aimed at integrating clinical

practice with theoretical underpinning and enhances the development of a reflective

practitioner.

2.2 Aims of the Programme The programme is intended to:

1. Produce practitioners who are able to practise physiotherapy competently and safely

upon graduation in a variety of service and practice settings.

2. Develop the full range of generic, graduate and transferable skills in every student.

3. Create reflective practitioners who are able to identify personal and professional goals

for continuing professional development and lifelong learning.

4. Promote enquiring practitioners with the necessary clinical reasoning skills to identify,

implement and inform best available practice.

5. Encourage students to develop autonomy and accountability.

6. Generate physiotherapists who are fit for purpose, fit for award and fit to commence

employment as a physiotherapist.

2.3 Learning and Teaching The overarching philosophy of the programme is the use of a problem based learning (PBL)

curriculum for all the physiotherapy specific elements of the course. PBL is an approach that


involves presenting students with problems typical of practice to provide a basis for learning

in small tutor led groups (Matheson and Haas, 2010). This encourages collaborative learning

with peers; discussion and setting of learning objectives which encourages self-directed

learning which is essential for lifelong learning. PBL offers clear advantages for student

health professionals by developing independent thinking, encouraging responsibility for

learning, a questioning approach, team working skills, strong professional identity,

understanding complex ideas and deep learning (Westcott et al 2010).

PBL is an established educational approach, which has been used in medical education

since the 1960s. It is now used in a number of Medical Schools in the UK, including the

Peninsula Medical School at Plymouth/Exeter/Truro. In physiotherapy education PBL has

been introduced in a number of accelerated physiotherapy programmes. A number of

undergraduate physiotherapy programmes utilise elements of PBL

PBL is based within cognitive educational psychology and suggests that the learner is an

active participant in the learning process, rather than a passive recipient of knowledge

(Haith-Cooper, 2000).

PBL claims to:

• Improve integration of theory and practice

• Engender lifelong learning skills

• Produce deeper learning

• Make learning more fun

• Produce exam outcomes at least as good as traditional methods

• Prepare students well for clinical practice

PBL uses active participation of every student in small group tutorials and practical skills

classes and in self-directed study. Continuous feedback is provided in these classes. At the

end of each case study cycle there will be formative feedback and opportunity for reflection

about the student’s learning and their contribution to the whole group.

Within the PBL structure, simulated case scenarios form the focus of learning for each of the

physiotherapy specific university based modules. The complexity of the problems increases

as the students progress from level one to three of the programme.

What happens in a PBL tutorial may vary from group to group and from week to week.

However, the experience of students should be comparable and therefore the following

format is used:

The Seven step process requires the student group to:

clarify terms from the clinical scenario provided

identify the problem or issues

arrange possible explanations

set learning objectives

undertake individual study

share and integrate the knowledge gained and

evaluate this knowledge in relation to the scenario

(David & Patel 1995; Barrow et al, 2002)


Developing case scenarios

The simulated clinical problems are predominantly built around the three core areas that are

central to physiotherapy practice involving the management of patients with musculoskeletal,

cardio-respiratory and neurological problems. Each problem integrates biological, physical,

behavioural, social and clinical sciences underpinned by evidence-based practice, reflective

thinking and clinical reasoning, and health promotion and injury prevention. It also

incorporates exploration and discussion of the roles of the members of the multi-disciplinary

team. Therefore, PBL encourages inter-professional learning throughout the programme.

The development of case scenarios is a key element of the PBL approach and it is vital to

get the case scenarios right. The case scenarios of the BSc (Hons) Physiotherapy at

Plymouth should contain the following six elements. It should therefore be possible to

construct learning outcomes from all of these elements:

Anatomy and physiology relevant to the case scenario. Pathology, clinical signs and symptoms relevant to the case scenario. Management of the patient. This should include physiotherapeutic management as well

as management by the multi-disciplinary team. Psychosocial aspects. Professional issues. Research aspects.

The following diagram provides content examples within the above elements from a case of

a person with acute low back pain:


Musculoskeletal / Problem No 1:

A person who has acute

low back pain – with

referred leg pain

Leg pain

Anatomy

Anatomy of the lower

quadrant (Lumbar, sacral,

thoracic):

neuro/musculoskeletal/

vascular

Hip

Disc

SI joint

Biomechanics

Physiology

Healing process

(acute/chronic/recurrent

pain)

Pain mechanisms –

peripheral and central

Referred pain

Somatic pain

Pain inhibition/spasms

Pathology

Signs and symptoms

Mechanical and non

mechanical problems

Differential diagnosis (e.g.

Disc degeneration and

terminology, OA, Ca

Spondylolisthesis, - osis, - it

is, stenosis, claudication,

Value of investigations

Infections

AS / inflammatory disease

Skills and management

Basic assessment –

including red flags

Clinical reasoning

Neurological assessment

Introduction to McKenzie and

Maitland concepts

Swiss Ball

Core stability Pilates

Posture

Graded exercise

TENS/IF

Heat/cold

Role of medication

Role of acupuncture

Negotiated goal-setting

Ergonomic assessment

Pathways for non responders

Managing acute as well as

chronic conditions

Research issues

Systematic reviews and

Cochrane database: limitations of

these

Role qualitative v quantitative

research

Evidence for surgery / epidurals

UK BEAM trial

Buchbinder – NSW, Australia

Professional Issues

Clinical standards and

guidelines (e.g. CSAG and

Dutch guidelines)

MDT

Pain Management

Programmes

Health Improvement

Programmes

Use of educational leaflets

e.g. The Back Book

Role of other professions

(e.g. osteopath /

chiropractor)

Litigation

Psychosocial aspects

Concerns re diagnosis

Assessment of ‘yellow flags’

Use of questionnaires

Communication skills

Dealing with anger and non-

compliance

Fear (of movement)

Return to work issues –

including benefits, role of

voluntary work

Ethnicity, religion, victims of

abuse / torture


2.4 Teaching and Learning Strategies

Whilst the overarching philosophy of the programme is based around PBL, students engage in a

range of learning activities as part of their study programme. The programme is designed to use a

range of teaching and learning strategies in an adult learning environment, so that students can

develop undergraduate skills and a suitable knowledge base in preparation for professional practice.

The programme strategy encourages reflection, self-development, self-direction and critical thinking.

In addition the strong emphasis on practical skill development is crucial to the effectiveness of the

physiotherapist as a practitioner. The opportunity to practise these skills and being assessed in the

competent use of these skills is essential and is supported by frequent feedback to the students.

Core student activities include:

Lectures: Formal presentation by speakers to a class. Lectures will be used to outline an area and

highlight key issues, concepts and factual information. A variety of media and methods may be used

including powerpoint slides and coloured graphics to aid intellectual stimulation and discussion.

Copies of all electronic learning materials, such as powerpoint presentations, will be available to

students to download and print in a relevant colour and print size to suit their individual learning

requirements. The content of lectures will be evidence based, drawing on relevant and recent

reference material, largely published within the last five years.

Practical workshops: Tutor led sessions where small groups of students contribute to discussion

and perform practical tasks, allowing for more detailed coverage and the development and

demonstration of practical skills.

Problem solving: Opportunities to solve problems will be offered in the practical workshops and

case study discussion sessions, designed to promote exploration of a topic and communication skills

within a team context.

Reading: Students are expected to read around the module teaching and learning resources

provided. Students may be offered pre-course reading and each module offers recommended

readings, listed on the DMRs.

Observation: Videos may be incorporated to support learning in Problem based Learning, practical

sesisons or lectures. .

Informal discussions: This is an important element of learning that will take place during the

workshops, as well as by on-line discussion between learning blocks.

Self-directed reading and evaluation of current research papers: Each lecture, workshop or

seminar will be supplemented with core reading material in addition to the pre-course material

provided. Relevant references will be provided to enable students to access papers from the Library

website.

Tutorials: Students will meet with supervisors or module teachers to discuss particular issues in more

depth. For the research dissertation, the project group will be allocated an individual supervisor to

support and advice in the conduct of the project/dissertation. Detailed guidance on this process is

included in the relevant module handbooks

Problem based Learning: Case studies may be used to trigger discussion and debate within small

groups. This enables participants to develop critical appraisal skills in reviewing relevant material from

a wide range of multi-professional settings.


Experiential Learning some learning is ‘personal/experiential’ as opposed to ‘propositional’ or

‘practical’ – that is it is specific to each individual and arises through the facilitated engagement in,

and reflection, on structured experiences.

E–learning: see above in respect of resources. Additional e-learning modules and resources are

being developed to enable access to blended learning for all students.

Personal Development Planning; Enabling students to review their experiences, assess their

learning needs, and plan their education and learning with support from the relevant programme team

members.

2.5 Programme Revalidation The BSc (Hons) Physiotherapy programme was successfully revalidated in 2013. From September

2013, students entering the programme will undertake a course of study which has builds on the

many strengths of the current programme. However, changes to the programme have also been

undertaken to reflect developments and opportunities within the profession as well as feedback from

students, placement educators and employers of physiotherapy graduates. The key changes within

the programme include:

Developing the skills in prescribing, facilitating and evaluating exercise in a range of settings

Focus on health promotion as a core area of practice

Changes to timing of delivery of core anatomy and physiology content so that all students cover (and are examined) in all the key joints by the end of year 1.

Providing further opportunities for students to develop their leadership and employability skills

Integrating complex case scenarios in year 3 to consolidate knowledge and reflect the complexity of current practice in acute care settings.

2.6 Module Content

Modules are organised to develop students’ skills, knowledge and abilities incrementally through the

programme. The students undertake physiotherapy specific modules focussed around core topics in

musculoskeletal, neurological and cardio-respiratory practice in each year of study, however, students

are encouraged to make links between areas and consider their learning in its totality rather than

maintaining the subject areas as discrete topics. These modules are complemented by foundation

modules in year one, emphasising basic knowledge and skills required for all aspects of professional

development and basic physiotherapy practice.

In years two and three, modules are also included with a focus on interprofessional working as well as

wider areas of physiotherapy practice and research design and methodology. The research aspect of

the programme culminates in students undertaking a group research project, which includes primary

data collection, analysis and presentation.

A diagram showing the organisation of modules through the academic year is included in page 24 and

a brief summary of module contents follows. Further information may be obtained by contacting the

relevant programme contact- details are on page 6.


2.7 Summaries of Module Content The tables below summarise the module content for each student

Year 1 Module Summaries

MODULE CODE: PHY111 MODULE TITLE: Inspiring Health and

Exercise

CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: B160

SHORT MODULE DESCRIPTOR: This module introduces students to the principles of

exercise physiology and prescription in promoting health as well as the concepts of health

behaviour and the influence of psychological and societal factors. Students will also gain

knowledge of key health drivers that influence public health policy.

Summary of module content:

Concepts of health, models of health behaviour, strategies for health promotion and political,

ethical and organisational issues. Physiology and types of exercise, principles of exercise

prescription, collaborative goal setting, current guidelines and barriers to exercise.

MODULE CODE: SOHP103 MODULE TITLE: Functional Human

Anatomy and Physiology


SHORT MODULE DESCRIPTOR:

This module is designed to introduce students to the fundamentals of human anatomy and

physiology relevant to professional practice for Podiatrists and Physiotherapists.


Form and function of the musculoskeletal system, the nervous system, the endocrine

system, the cardiorespiratory and cardiovascular system. Biomechanics and neural control

of movement and gait.

MODULE CODE: SOHP101 MODULE TITLE: Preparation for Practice


SHORT MODULE DESCRIPTOR: This inter-professional module will introduce students to

professional practice and the inherent standards expected of them. The characteristics and

identity of allied health professionals, as evidence based practitioners, will underpin learning


Preparing for practice placement: to include mandatory training Learning to learn: study skills, IT literacy and ‘academic’ writing, e-portfolio, reflective practice Standards of conduct, performance and ethics (HCPC) Consent and Mental capacity Professionalism: professional behaviours in and out of the workplace Principles of decision-making Managing information (Information governance): sharing and protecting information Health Informatics and emerging technologies Interpersonal Skills/Communication: verbal/non-verbal and paralinguistic skill Professional communication: paper and electronic (digital) to include legal requirements Digital Professionalism: social networks and digital communication Contemporary policy supporting Health and Social Care Caring for people: psychological and sociological dimensions of healthcare Inter professional working, teamwork, leadership and followership Evidence based practice


MODULE CODE: PHY112 MODULE TITLE: Neuromusculoskeletal

physiotherapy



This module introduces the students to physiotherapy practice in the area of neurological

and musculoskeletal rehabilitation. Simulated case scenarios will facilitate the students’

learning of physiotherapy practice related to specific conditions in these areas.


Through simulated case scenarios (which will include a range of neurological and

musculoskeletal conditions, including both spinal and peripheral conditions) the students will

cover relevant anatomy, physiology and pathology (e.g. nervous system, movement control,

inflammation, plasticity).

Physiotherapy skills (e.g. assessment, balance and gait training, mobilisation, patient

handling, stretching)

Patient management by a multidisciplinary team (e.g. prioritisation, delegation, shared

working)

Professional issues: (e.g. multi agency working, National Service Frameworks and

Guidelines, record keeping, litigation)

Psychosocial aspects: communication, function/activity/participation, unclear diagnosis

Research skills and evidence based practice: (e.g. evidence for cueing strategies)

MODULE CODE: PHY113 MODULE TITLE: Applied movement

science



This module introduces students to understanding and assessing the biomechanics of

human movement and builds on the basics of anatomy and physiology. Using a mixture of

learning and teaching methods, further areas of movement science and functional anatomy

are explored, including kinematics, kinetics, posture, proprioception, neuromuscular control

and gait in relation to common functional and postural deficits.


Functional anatomy and movement analysis of human movement and gait

Principles of biomechanics including kinematics and kinetics

Biomechanics of normal gait pattern

Posture, neuromuscular control, proprioception and core stability assessment

Clinical skills e.g. therapeutic handling, goniometry, movement assessment, palpation and clinical gait analysis

Assessment and prescription of mobility aids

MODULE CODE: PHY114

MODULE TITLE: Cardiorespiratory

Physiotherapy 1



This module introduces students to cardiorespiratory physiotherapy practice. Simulated case

scenarios will facilitate the students’ learning of physiotherapy related to specific patient

problems encountered in this area of physiotherapy practice e.g. Chronic Obstructive

Pulmonary Disease (COPD).



Through PBL scenarios, the students will experience the Physiotherapy management of a

caseload of three patients with differing severities of COPD. Patient 1 is stable at home with

moderate COPD and is attending pulmonary rehabilitation. Patient 2 has severe end-stage

COPD and is receiving end of life care in the community. Patient 3 has been admitted to

hospital following an acute exacerbation of COPD. To support the student’s learning, key

lectures will be provided on topics such as pathophysiology of COPD, NHS framework and

commissioning, cardiorespiratory assessment, evidence based Physiotherapy management,

medical management, type I and type II respiratory failure, acute admission, discharge

planning and early supported discharge. Equally, the students will have the opportunity to

learn and develop their cardiorespiratory assessment and treatment skills in practical

sessions. The practical sessions will include, assessment skills and tailoring these skills for

stable and acute patients, chest x-ray interpretation, spirometry, Physiotherapy management

strategies e.g. pulmonary rehabilitation, self-management, Tai Chi, airway clearance

techniques, positioning, non-invasive ventilation, CPAP, oxygen therapy and IBBP.

MODULE CODE: PHY115 MODULE TITLE: Clinical Education

Placement Year 1


SHORT MODULE DESCRIPTOR: This is the first four week clinical education placement.

The students will be in direct contact with patients under the supervision and guidance of a

clinical educator. This module includes pre-placement preparatory workshops.


Four week clinical education placement. Integration of knowledge, skills and attitudes

specific to the core areas of practice or other speciality areas of practice


Year 2 Module Summaries:

MODULE CODE: PHY216 MODULE TITLE: Musculoskeletal

Physiotherapy 2


SHORT MODULE DESCRIPTOR: This module builds on the knowledge and skills developed

in musculoskeletal physiotherapy in year one. The module covers further areas of theory and

practice in the aetiology, assessment, differential diagnosis and management of

musculoskeletal disorders in the upper quadrant, cervical and thoracic spine.

Summary of Module Content

Functional anatomy and biomechanics of the upper quadrant, cervical and thoracic spine.

Posture assessment, neuromuscular control, proprioception and core stability.

Clinical skills e.g. mobilisation, therapeutic handling, goniometry, normal movement, palpation and exercise prescription.

Physiotherapy assessment and management skills utilised in musculoskeletal conditions (e.g. clinical reasoning, differential diagnosis, exercise therapy, manual therapy, electrotherapy)

IT and e-learning skills; wikis, literature searching,

Research skills and evidence based practice.

MODULE CODE: PHY217 MODULE TITLE: Cardiorespiratory

Physiotherapy 2



This module builds on the knowledge and skills developed in cardiorespiratory physiotherapy

in year one and covers further areas of practice in cardiorespiratory and cardiovascular

rehabilitation. Simulated case scenarios will facilitate the students’ learning of physiotherapy

related to specific patient impairments. Students will analyse the impact of these on activity

and participation restrictions.

Summary of Module Content Through stimulated case scenarios (which will include a range of

cardiorespiratory/cardiovascular conditions) the students will cover the relevant areas of:

Anatomy, physiology and pathology (e.g. control of continence, mucocilary escalator, ventilation/perfusion, arterial blood gases)

Physiotherapy skills and approaches utilised in cardiorespiratory physiotherapy (e.g. clinical reasoning, sputum clearance, mini tracheostomy, pelvic floor muscle training)

Patient management by the inter professional team

Professional issues (e.g. working within the inter professional team, specialist clinics)

Psychosocial aspects (e.g. function, activity, participation, genetic counselling, adherence, occupation, family and social roles, terminal care)

Research skills and evidence based practice (e.g. systematic reviews, outcome measures)

E-learning and IT skills (e.g. wiki, literature searching)


MODULE CODE: PHY218 MODULE TITLE: Neurological Physiotherapy

2



This module builds on the knowledge and skills developed in neurological physiotherapy in

year one and covers further areas of practice in neurological rehabilitation. Simulated case

scenarios will facilitate the students’ learning of physiotherapy related to specific patient

impairments. Students will analyse the impact of these on activity and participation

restrictions.

Summary of Module Content Through stimulated case scenarios (which will include a range of neurological conditions) the

students will cover the relevant areas of:

Anatomy, physiology and pathology (e.g. myelination and demyelination, cns vs pns pathology, spasticity and spasm, fatigue in neurological conditions)

Physiotherapy skills and approaches utilised in neurological physiotherapy (e.g. clinical reasoning, manual muscle testing, PNF, assessment and provision of simple gait orthotics, therapeutic handling, seating and wheelchair provision and use)

Patient management by the inter professional team

Professional issues (e.g. working within the inter professional team)

Psychosocial aspects (e.g. activity, participation, disease progression/ transition, occupation)

Research skills and evidence based practice (e.g. systematic reviews, outcome measures)

E-learning and IT skills (e.g. wiki, literature searching)

MODULE CODE: PHY220 MODULE TITLE: Ageing and independence



This module encourages students to consider elements of the aging process from a

biological, psychological, social and environmental perspective; how these elements relate to

the assessment process; and how to effectively utilize this knowledge in working with older

adults. The role of physiotherapy in promoting independence and the provision of person

centred rehabilitation strategies will be examined.

Summary of Module Content Through simulated case scenarios (falls / peripheral vascular disease & amputation) the

students will cover relevant anatomy, physiology and pathology (e.g. anatomy of the

cardiovascular system, physiology and psychology of aging, diabetes, peripheral vascular

disease and dementia.

Physiotherapy skills utilised with peripheral vascular disease and amputees (exercise

prescription, positioning, stump care, contracture prevention, PNF, transfers, bed mobility,

and prosthetic prescription and gait rehabilitation.


Falls management by the multi-professional team including exercise prescription, education

and advice, active aging and poly-pharmacy).

Professional issues (e.g. record keeping, consent , communication, settings, service delivery,

National Service Frameworks)

Psychosocial aspects: (Pain, self-management, occupation, function/activity/participation,

stigma, vulnerable adults and elder abuse,)

Research skills and evidence based practice (e.g. systematic reviews /national and

international guidelines)

MODULE CODE: SOHP201 MODULE TITLE: Project Studies

CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: X210


This module develops knowledge and skills related to evidence-based practice and lifelong

learning. The content is designed to enable the students to understand different research

designs, to evaluate the research literature and to prepare them to undertake research at

undergraduate level. Meets all or part of HCPC Standards of Proficiency: 2b.1, 3a.1


Literature review

Research methodology and statistics

Ethics in a research project

Quantitative and qualitative data analysis and hypothesis testing.

Project management

The module is delivered through key note lectures and small group tutorials, supported by

individual tutorials with potential research supervisors.

PHY219 Clinical Education Placement Year 2

Level 5 –20 credits

Module outcomes:

Communicate well with patients/clients/carers and members of the health and social care team

Complete, with guidance, effective examinations and assessments of patients’ problems, identifying and recognising their physical, psychological and cultural needs.

Apply the information gathered from the assessment data to prioritise, with guidance, problems in order to formulate a treatment /management programme taking into account appropriate contextual factors.

Demonstrate problem solving and clinical reasoning skills to plan, deliver and evaluate treatment /management programmes adopting a patient centred approach which takes into account the needs of individuals or groups.

Theory content:


This is a practice placement and introduction to further theory will depend on nature and setting of placement

Practical Skills:

Students work on the integration of knowledge, skills and attitudes specific to the core areas of practice or other speciality areas of practice under the supervision of experienced clinicians

Assessment:

The placement is assessed by the placement educator, taking into account the student’s performance over the five week placement.


Year 3 Module Summaries

PHY 321 Clinical Education Placement Year 3

Level 6 –20 credits

Module outcomes:

Communicate effectively and sensitively with patients/clients/carers and members of the health and social care team

Complete appropriate and effective examinations and assessments of patients’ problems, identifying and recognising their physical, psychological and cultural needs.

Synthesise information gathered from the assessment data to prioritise problems in order to formulate an effective treatment /management programme taking into account appropriate contextual factors.

Apply consistently problem solving and clinical reasoning skills to plan, deliver and evaluate treatment /management programmes adopting a patient centred approach which takes into account the needs of individuals or groups.

Critically evaluate and reflect on their examination, assessment, clinical reasoning and patient management skills

Theory content:

This is a practice placement and introduction to further theory will depend on nature and setting of placement

Practical Skills:


Assessment:

The placement is assessed by the placement educator, taking into account the student’s performance over the five week placement.

PHY324 Clinical Education Placement: consolidation of Professional Practice

Level 6 – 10 credits

Module Outcomes

Act as an integral team member, demonstrating the ability to work safely and effectively within their scope of practice, including clinical workload management

Complete appropriate and effective examinations and assessments of patients’ problems, sensitively addressing their physical, psychological and cultural needs.

Consistently apply problem solving and clinical reasoning skills to plan, deliver and evaluate treatment /management programmes, adopting a patient centred approach which takes into account the needs of individuals or groups.

Demonstrate development of practice following critical evaluation and reflection on their patient management skills

Practical skills


Assessment

Achievement of competences in interpersonal skills and professional behaviour, organisation and management, patient examination and assessment, implementation of physiotherapy practice, learning behaviour. These competences are assessed by the placement educator, taking into account the student’s performance over the five week placement.

Portfolio Pass/ Fail


MODULE CODE: SOHP301 MODULE TITLE: Project

CREDITS: 20 FHEQ LEVEL: 6 JACS CODE: X210


Students will undertake and complete a short piece of research developed from the level 5

protocol which involves the collection and interpretation of a small amount of data. Findings will

be presented in the format of a professional journal article and conference style presentation.


Students will undertake and complete a short piece of research developed from a protocol written

in project studies. Students will carry out a group project which maybe inter-professional and

involves the collection and interpretation of data using a research methodology of their choice.

Findings will be presented in the format of a professional journal article written and developed by

the group and an individual viva which includes a conference style presentation.

Critical appraisal of literature sources relevant to the research question.

Data collection, critical appraisal of data collection, interpretation of data.

Research report writing.

Independent management during the research process.

Team collaboration during the research process.

Ethical implications of research and professional practice.

MODULE CODE: PHY322 MODULE TITLE: Complex Case Management



This module develops students’ critical evaluation of physiotherapy management within inter-

professional teams across an array of patient pathways and settings (acute to community)

building on knowledge from previous cardiorespiratory, neurology and musculoskeletal modules.

Wider community and social reintegration aspects of complex case management will be explored

and critically evaluated.

Summary of Module Content: Students will identify the role of physiotherapy within care pathways for patients with complex needs including multi-trauma, acquired brain injury and spinal cord injury. This will include the physiotherapy management of patients within intensive care and high dependency settings, and their rehabilitation in hospital and the community.


MODULE CODE: PHY323 MODULE TITLE: Enhancing physical activity


This module is designed to critically evaluate the strategies and management techniques for

enhancing physical activity. Building on the students’ previous learning and experience, it will

enable students to apply their knowledge to specific populations (for example, people with long

term conditions or elite athletes), through a range of teaching and learning activities.

Summary of Module Content Through keynote lectures and workshops/practical skills sessions, students will cover the

strategies and management techniques for enhancing physical activity and apply this to a specific

population (for example, people with long term conditions or elite athletes). Examples include:

Motivation and adherence strategies

Motivational interviewing/health beliefs model/stages of change model

Cognitive behavioural therapy

Adaptation of activity to specific populations, accounting for key biopsychosocial differences

Advanced critical appraisal skills ( including national/international guidelines, policies etc.)

Variety of settings, services, roles and resources employed in enhancing physical activity

MODULE CODE: SOHP302 MODULE TITLE: Preparation for Professional

Practice

CREDITS: 20 FHEQ LEVEL: 6 JACS CODE: N214

SHORT MODULE DESCRIPTOR: (max 425 characters)

This module provides students with the opportunity to apply management and leadership theory

and underpinning principles of practice to identified areas of their chosen field which may benefit

from quality enhancement.


Management and leadership theory

Team work and leadership styles

Quality enhancement methods

Contemporary government drivers and policies

Personal development planning,

Professional practice issues,

Health Professions Council Standards (Conduct, Performance and Ethics, Proficiency etc.)

An example of a Physiotherapy Programme template can be found on the following page:


2.8 Assessment Strategy The physiotherapy programme utilises a wide range of assessment modes within the programme,

with an emphasis on assessing students using methods which will develop skills relevant for future

practice. This includes written, oral and practical examinations, as well as the submission of a range

of assignments. Details of the types of assignment associated with each module are included below.

Year 1

Module title Assessment

Inspiring health and exercise Essay Presentation

Functional Anatomy & Physiology Exam: MCQ & short answer questions

Preparation for Professional Practice Year 1 Essay Reflective piece (portfolio)

Neuromuscular Physiotherapy ISPE Practical examination of physiotherapy skills and a viva to explore student’s theoretical knowledge and clinical reasoning

Applied Movement Science OSCE Observed Structure Clinical Exam

Cardiorespiratory 1 ISPE Practical examination of physiotherapy skills and a viva to explore student’s theoretical knowledge and clinical reasoning

Practice education Practice assessment


Year 2


Neurological Physiotherapy 2 ISPE Practical examination of physiotherapy skills and a viva to explore student’s theoretical knowledge and clinical reasoning Essay

Musculoskeletal Physiotherapy 2 ISPE Practical examination of physiotherapy skills and a viva to explore student’s theoretical knowledge and clinical reasoning Multiple Choice questions Exam

Cardiorespiratory Physiotherapy 2 ISPE Practical examination of physiotherapy skills and a viva to explore student’s theoretical knowledge and clinical reasoning Case Study

Ageing and Independence ISPE Practical examination of physiotherapy skills and a viva to explore student’s theoretical knowledge and clinical reasoning Essay

Project Studies Group written Research Protocol

Practice education Year 2 (20) Practice assessment


Year 3


Project Studies Group written report in form of journal research article Individual Viva

Placement 4/5 Practice assessment

Complex case Mix OSCE Observed Structure Clinical Exam Written coursework

Enhancing Physical activity Poster Presentation

Placement 6 Practice assessment

Preparation for professional practice Essay

Placement information P a g e | 28

3 The Practice Placement Experience

Practice placements are a significant and essential component of the programme. Practice

based learning experiences provide students with opportunities to encounter the complex

environment of the clinical setting, and facilitate the development of socialisation into the

professional role. Students apply their academic knowledge, enabling the development of

skills such as critical thinking and practical competence.

Practice based learning experiences are currently provided by a variety of NHS and an

increasing number of non-NHS placement providers across the Southwest Peninsula. During

the course of their programme, all students will usually be placed in a range of locations with

placement providers throughout Devon, Cornwall and Somerset. This ensures experience is

gained in a number of different placement organisations and localities, a factor which

contributes to the professional development of the student alongside the development of

clinical skills and expertise.

The practice based learning component of the BSc Physiotherapy Programme extends over

29 weeks in total. Before students embark on clinical practice they will have had some

preparation in each of the core areas of physiotherapy practice. Each student will complete

six assessed practice placements, which will aim to offer a variety of experiences, across a

range of specialities and clinical contexts.

During the Programme the student will usualy undertake practice placements in three core

settings –

Acute – this will be on a hospital ward in a local or general hospital working.

Intermediate Care – this may be in a specialised or general rehabilitation unit / ward,

or community based.

Outpatients – this may be within a specialist outpatient setting for example Burns and

Plastics or Women’s Health or in an NHS Musculo-Skeletal Outpatients department,

or an appropriate independent provider ie Private practice, military etc.

At the end of the programme, each student will graduate with an individualised practice placement profile, however each profile should include experience of the following areas of practice as outlined below. It is the responsibility of the student through pro-active identification and engagement with appropriate learning opportunities and ongoing reflection and documentation to map their professional development and placement experiences to ensure they are able to demonstrate relevant experience in each of these areas.

Respiratory dysfunction- this can be found in a variety of placements and core settings e.g. cardiothoracics, general surgery, acute paediatrics, neurosurgery, medicine, pulmonary rehabilitation, community Respiratory teams, CF outpatients etc.

Neurological dysfunction- this can be found in a variety of placements and core settings e.g. acute medical wards, Neuro-ITU, stroke units, neurological rehabilitation units, elderly care and community rehabilitation, Neurological outpatients etc.


Musculoskeletal dysfunction - this can be found in a variety of placements and core settings e.g. acute trauma, elective orthopaedics, rheumatology, Musculo-skeletal Outpatients, Occupational Health, Paediarics, Sports or Military settings etc.

Specialist areas such as women’s health, adult learning disabilities, paediatrics, palliative care, burns and plastics, mental health, occupational health etc.

Practice placements may occur in any order, and it is important to realise that students will be gaining clinical education experience in a particular setting at different points in their education. For example one student may be assigned to intermediate care for their first practice placement whilst another may be in an intermediate care setting for practice placement six. Differences in performance would of course be expected and this is reflected in the learning outcomes for the placement. The flexibility that this approach offers is seen as a particular strength, as it allows students to develop a strong individual profile which is responsive to their personal and professional development needs throughout the course. Placement learning is supported by a number of mechanisms at a Faculty and Programme

Level. All placements are regularly audited and deemed suitable for the education of

students. All placement areas have also agreed and signed the Practice Quality

Development Division (PQDD) Workplace agreement prior to students attending

placements. At a Faculty level, the PQDD provides a strategic lead for placement learning

for all healthcare students. The Associate Head of School –Practice Learning consults with

and works closely with the Professional Lead and Programme lead for Physiotherapy for all

matters relating to Physiotherapy.


3.1 Placement Education Management – Roles and Responsibilities

Programme Leader

The Programme Leader is responsible for the day to day running of their programme,

including the practice placement education elements. Part of the role of Programme Leader

is to support and co-ordinate the activities of all members of staff for their programme. A

programme leader may choose or have to delegate placement education co-ordination

responsibility to a designated individual.

Placement Leader

The Placement Leader is responsible for the co-ordination of the clinical education

component of the programme in collaboration and with the assistance of other staff. This

element refers to all activities on placements in health and social care, private practice,

sports and fitness industry and university linked clinics.

Specifically, the Placement Leader’s role is to:

Co-ordinate the placement education component of the programme in collaboration with administrative and other staff

Liaise when necessary with Trust Education Co-ordinators, Service Managers, Placement Development Teams or their representatives

Produce and regularly review relevant placement education documentation

Liaise with other Placement Education Co-ordinators in the School, the Faculty and the University as well as in the region and nationally, as appropriate

Prepare students to optimise learning opportunities during practice placements; this will include briefing and debriefing of students as appropriate

Work with the Programme Leader

Arrange and/ or conduct visits by (academic) staff to students on placement as and when required

Organise workshops for staff on visiting tutor role

Organise initial development sessions for new placement educators

Monitor suitability of placement educators and placements

Co-ordinate placement audits (OQME) in line with Placement Quality Development Division policies

Liaise when appropriate with clinical/ educators and support them in their role

Monitor student marks and reports from placement educators and where appropriate present these at subject panels

Report as appropriate and in relationship to placement activity to Programme Committees and annual programme monitoring

Represent the course and the University at relevant external events

Review clinical education/ placement procedures and processes at regular intervals.


Physiotherapy Placement team – programme specific academic staff who may visit a

student and clinical educator (mentor) on placement

A member of the programme team will provide a link for each placement location in

collaboration with the Placement Team. Their role is to provide programme specific support

for the students and the placement educator/ mentor in addition to the Placemen Team. This

will include additional components relating to risk management, added value and targeted

profession specific support. Once placement allocation has occurred, the programme team

within the university will identify key areas and students for specific support. Further

information is included on page 49

Placement support may take the format of face-to-face support in the form of a visit to the

student and clinical educator in the practice area, or remotely via telephone or email. The

level of placement support provided is dependent on the need of each individual placement

and will depend on a range of factors including level of study and student or educator

specific needs.

Programme specific visits may take a number of formats, and will be adaptable to the needs

of the placement and individual educators and students. Examples of activities that may be

undertaken to support placements include discussing developments of learning contracts,

facilitating aspects of practice including reflection and clinical reasoning, working alongside

educators and students in practice, discussing assessment and marking criteria and

providing formative feedback.

Placement Educator(s)

Supervision for each placement will provided by a named placement educator, who will take

overall responsibility for the running of the placement. However, it is highly likely that the day

to day supervision and support of students on placement will be shared by a number of staff

within the team where the student is placed. This shared responsibility may include

feedback, assessment and pastoral support, as well as the day to day management of the

placement.

Selection of Placement Educators

In selecting suitable educators to support placements, the CSP (2003)1 guidelines are

adhered to. The following criteria apply.

Placement educators should:

1. Have practised physiotherapy for at least two years. 2. Have undertaken regular updating of knowledge and skills. 3. Demonstrate a positive commitment to physiotherapy education. 4. Attend a course to develop teaching skills, an understanding of learning styles and

assessment skills (including the giving of feedback).

1 Chartered Society of Physiotherapy (2003) Clinical Education Placement Guidelines – CE02. London CSP.


3.2 Placement Support- Electronic Resources

There are two key electronic resources related to placement organisation and administration:

POPPI and ARC. The links between the resources are summarised below in Error!

Reference source not found. (overleaf).

The Plymouth online practice placement information (POPPI) web site was established in

recognition of the need for open access to a range of information and materials for our

students in practice, those associated with supporting learners in practice and those with an

interest in practice learning. Via the menu it hosts a range of information which prospective

and current students, tutors, practice supervisors, mentors, educators or service users may

find useful. The following information is currently available via POPPI:

Access to placement allocation information via ARC (password required, see below)

Up to date programme handbooks, educator handbooks and programme information

Information and application for educator training courses

Travel and accommodation information for students on placement

University support information, including occupational health and disability assist

ARC user guides

Summary of mandatory training

We work with practice providers, staff and students to ensure that relevant information is

available to all without the need to log in or to register. If you have any ideas for information

that you would like to see on this site, please email: [email protected]

ARC is a web-based online placement management system that facilitates up to date

information on student placements in a range of disciplines across the South West

Region. The Faculty of Health has over 16 disciplines with 1500 placement opportunities,

which amounts to approximately 13,000 allocations a year dispersed throughout the region

(from Penzance through Avon, Gloucester and Wiltshire). ARC ensures our

systems are more streamlined, efficient and beneficial for a wide range of users.

As a web-based system, ARC is available via any computer with an internet connection, ie.

from home, the University or the Placement area. Authorised users will receive a username,

password and training to access the system. If you are a Faculty of Health placement

provider and do not have access to the system then please contact

[email protected].

The ARC system consists of 2 distinct areas, Practice Environment Profile (PEP) and

Placements on the Web (POW). The PEP is used by educators, both to post information

about their placement area and to access details of the students allocated to placements.

The POW is used by students to access details of their placement allocations and also to

post placement feedback. Information about the key areas of ARC for both students and

educators will be provided during placement/ educator preparation sessions, and user

guides are available via POPPI.

http://www.plymouth.ac.uk/faculties/health/poppi

http://www.plymouth.ac.uk/faculties/health/poppi


http://www.plymouth.ac.uk/pages/view.asp?page=29785



An additional online resource for clinical educators is the Open Digital Learning Environment

(Open DLE). The site is specifically for Physiotherapy Educators and provides a platform for

communicating with our Physiotherapy Educators including sharing programme and

placement specific information or resources designed to facilitate educators in the

organisation, provision and delivery of clinical placements.

This can be accessed at https://open.plymouth.ac.uk/. Educators are required to create an

account and enrol on the Physiotherpy Educators course. If additional support is required

for accessing the DLE please contact [email protected]

Stages of Practice Placement Organisation

3.2.1 Pre-placement

University responsibilities:

Profiling and allocation: The University is committed to facilitating students to develop a strong profile of practice placements which represent opportunities to gain experience in the key settings and areas of physiotherapy practice. Once the availability of placements is established (normally on an annual basis); students will be allocated to appropriate placements. The needs of students who have exceptional personal circumstances will be considered, but the necessity to develop an appropriate profile for all students means that it is not possible to allocate according to personal preferences. Students are aware of this from the commencement of their programme, and are advised to contact their personal tutor if they feel they have exceptional circumstances that should be considered.

The programmes in the School of Health Professions have a proud record of

successful student placement provision and support. Overseeing the systems and

processes relating to student placements is the responsibility of the Associate Head

of School (Practice Learning). This overarching role aims to ensure that appropriate

POPPI

ARC

PEP POW

Educator resources

Educator Handbook

Training/ update info

Programme info

Student resources

AccomodationTravel/ Car

sharing

https://open.plymouth.ac.uk/



systems are in place for each programme and that equity and fairness is applied in

relationship to placement learning across all the programmes in the School.

Placement activities in the School are supported by programme teams, including

professional services staff, and an allocated academic placement co-ordinator for

each programme. Together we work in partnership with students, placement

providers, programme commissioners and other Higher Education Institutions to

assure high quality placement experiences for all.

Practice Placements are provided by external agencies across the health and social

care sector. The University will take every care in ensuring that providers are

advised of requirements in advance and in securing placements for all students at

the requisite time. However, you should be aware that circumstances beyond the

reasonable control of the University may occur in which, as a result of changes

within the provider organisation or other external factors, it is not possible for

providers to meet placement requirements.

In such circumstances, while the University will use its best efforts to make

alternative arrangements for you to meet the requirements of your programme,

including identifying suitable alternative placements wherever possible, you

should be aware that it is possible that the completion of your programme may be

unavoidably delayed and/or that the alternative arrangements put in place may

cause some inconvenience. In such circumstances if you do not want to

accept the alternative arrangements you would be entitled to terminate your

studies.

Placement notification Placement allocation details will normally be available on ARC a minimum of 12 weeks prior to the start of each placement for placement areas. The placement area is required to identify a Placement Educator and ensure that this information is available on the placement education profile (PEP). Placement information is usually released to students via ARC 10 weeks prior to the start of the first placement in the module. It is the responsibility of the student to arrange accommodation, where appropriate, with the support of the University.

Student responsibilities:

Placement briefing: A timetabled placement briefing by the physiotherapy practice placement team will be organised for the students before they commence their placements. This session is a valuable opportunity to facilitate the student’s preparation and to ‘set the scene’ for the forthcoming placement. Information such as contact mechanisms for placement support will also be covered, including placement development team information. The briefing also provides an opportunity to discuss areas of personal and professional development which will be followed up in the post placement debrief.

Personal tutorial: Prior to each placement block, students are advised to make contact or meet with their personal tutor. This provides an opportunity for students to discuss their placement preparation, clarify any aspects they are unsure of and to highlight any specific support or pastoral needs that be required during the placement period.

Preparatory work: Prior to the placement start all physiotherapy students should:

Be aware of the course assessment requirements and regulations relating to clinical education.


Ensure they have reviewed the learning outcomes for each practice placement and identified their learning needs prior to the start of the placement.

Ensure they review the details of their placement on ARC. This includes establishing if there are any specific preparatory activities that are required. This may include mandatory training requirements as well as additional pre-placement preparation recommendations.

Ensure they have updated their knowledge and skills prior to the placement.

Ensure they have made appropriate travel and/or accommodation arrangements. Where students are eligible to claim travel and accommodation expenses, students should utilise the cheapest appropriate accommodation and utilise public transport to minimise costs. Receipts and completed online timesheets will be required for eligible travel or accommodation expenses and claims need to be authorised by the University physiotherapy Programme Adminisatration team. Eligible expenses must be claimed within nine months of when they occurred otherwise they cannot be paid. Guidance on this process is avilabale at - https://www.nhsbsa.nhs.uk/learning-support-fund/travel-and-dual-accommodation-expenses Fraudulent claims will be investigated and dealt with under the University Fitness to Practice procedures.

Ensure they complete the pre-placement preparation part of the placement

assessment document, and submit this to their placement educators in a timely

manner.

Contact with placement area:

The student should contact the Placement a minimum of two weeks before the start of the placement. This contact should set the scene for the placement and therefore be made in a timely and professional manner. Students should ensure that they submit their placement documentation and confirm first day reporting details, as well as any other specific aspects of the placement that need clarification FOLLOWING reading the information on ARC /POW.

Uniforms Health students are usually be required to wear a uniform when attending placements. The Faculty of Health: Medicine, Dentistry and Human Sciences supplies appropriate uniforms, but students should check on ARC for any specific requirements made by individual placement areas. Physiotherapy students are supplied with 2 tunics, 2 pairs of blue trousers and 1 polo shirt on admission to the programme; students are able to purchase further items should they wish to.

Placement Educator responsibilities: Prior to the start of the placement the placement educator should:

Ensure that they have reviewed the placement learning outcomes.

Ensure that pre-placement information on ARC (PEP) is correct

Check student allocation details on ARC

Be aware of the student(s) expected level of knowledge and skills.

Ensure an appropriate caseload is prepared.

Be aware of the course assessment requirements and regulations for practice placements.

Confirm any reporting details and any other specific requirements for the placement with the student when they make contact.

Prepare the placement, considering timetabled sessions (e.g. time with other members of the multi-disciplinary team).

https://www.nhsbsa.nhs.uk/learning-support-fund/travel-and-dual-accommodation-expenses

https://www.nhsbsa.nhs.uk/learning-support-fund/travel-and-dual-accommodation-expenses

http://www.nhsbsa.nhs.uk/learning-support-fund/travel-and-dual-accommodation-expenses

http://www.nhsbsa.nhs.uk/learning-support-fund/travel-and-dual-accommodation-expenses


3.2.2 During the placement

While developing an appropriate case load, the placement educator should provide

opportunities to observe and provide feedback to the student. Opportunities for student

experiences such as shadowing and observing relevant areas of clinical practice should also

be utilised where appropriate. The student should make use of all learning opportunities

during their placement. There will be formal as well as informal contact time between the

student and placement educator and other relevant individuals. A Placement Link Tutor will

make contact with the placement area and ensure students and Clinical Educators are

aware of mechanisms for accessing support and arrange a time for a placement visit or

phonecall to check on placement progress (usually at mid-way).

Student responsibilities: Students are expected to continue their active engagement in the learning process whilst on

placement, and to act to the highest personal and professional standards at all times. This

includes being appropriately prepared for the placement and engaging proactively in the

daily activities of the placement.

During the placement all physiotherapy students should:

Contact the placement as well as the university if they are sick or unable to attend the placement. All absence must be recorded on the TMS.

Be aware of and act in accordance with all relevant departmental policies and procedures including accident, manual handling, and health and safety policies. Students are required to ensure that their placement educator informs them of all local policies/procedures during their placement induction.

Ensure that time is arranged during the first week of the placement to enable the student to discuss their learning needs, negotiate learning agreement and learning outcomes with the placement educator.

Reflect on and evaluate their practice. (This includes completing the reflections within the placement documentation)

Utilise learning opportunities offered by the placement.

Ensure that they adhere to the Health Professions Council Standards of Proficiency(HPC 2007)2. and HCPC Guidance on Conduct and Etics for Students (HCPC 2016) at all times

Ensure that they adhere to the rules of The Chartered Society of Physiotherapy’s CSP Code of Members’ Professional Values and Behaviour (2011) and maintain professional behaviour and confidentiality.

Submit an accurate record of completed clinical hours using the online timesheet via the Time Mangagement System (TMS) for the Clinical Educator to sign-off at the end of each Placement week.

Educator responsibilities: On the first day of the placement the placement educator should:

Ensure that the student(s) receive appropriate induction and are made aware of all departmental policies and procedures including: accident and emergency procedures, manual handling, health and safety policies. Each student should have a named person to contact in the event of their placement educator’s absence.

During the first week of the placement the placement educator should:

Discuss the student’s previous experience.

2 . Health Professions Council Standards of Proficiency (2007) London


Identify the student’s learning needs.

Negotiate personal and local learning outcomes, which attempt to meet the individual needs of the student(s) (taking into account any local constraints).

Set learning outcomes through the completion of a negotiated learning agreement.

Identify available learning resources.

Facilitate the student’s integration into the department.

Throughout the placement the placement educator should:

Organise tutorial sessions and facilitate the student(s) learning.

Provide constructive feedback on a regular basis with timetabled feedback sessions.

Take responsibility for the day to day management of the placement.

Provide counselling and advice as appropriate.

Provide opportunities for students to reflect on and evaluate their practice to facilitate their continuing professional development.

When appropriate meet the visiting university tutor during the placement.

Undertake formative and summative assessment of the student during the placement.

Sign-off completed online timesheets via the TMS in a timely manner.

At the end of the placement the placement educator should:

Undertake the summative assessment within the last two days of the assessment, completing the relevant sections in the Placement Assessment Record Booklet. The placement educator should retain a copy of the completed Placement Assessment Record Booklet.

To verify the placement marks: on completion of the final marks and feedback, the clinical educator should email a copy of the placement assessment record booklet to the student and copy in [email protected] as way of verifying the placement marks. The emailed document does not have to include the student’s end of placement reflections. Please include the student’s name in the email subject box. This DOES NOT substitute the student’s submission of the Placement Assessment Record Booklet on Moodle.

University responsibilities:

A member of the physiotherapy programme team will be identified to act as the link between

the university and the placement for each student placement.

During the placement the programme link will:

Make early contact to identify themselves and clarify plans for support during the placement

Undertake a review of the placement around the mid-way point. This will take the form of either a telephone call or an in-person visit (details of visiting process are included on page 49).

Act as a point of contact for any ongoing queries or feedback during the placement

3.2.3 At the completion of the placement:

Student responsibilities:

Reflection and development planning The Student should reflect on their learning and assessment feedback and complete the post placement reflection elements of the assessment form. The student should retain a copy of the assessment documentation for their portfolio and summarise



their achievements and ongoing learning needs in preparation for their next placement.

Documentation submission All students must submit their placement documentation to the correct online submission point on the University DLE by the assignment deadline for each placement block. The student may submit details of extenuating circumstances related to their ability to attend placement and/ or submit their placement documentation within five working days after the submissions date of the Placement Assessment Form. Further details of the extenuating circumstances procedure are available in the programme handbook.

Placement feedback All students are required to provide placement feedback for EACH placement they complete. Placement feedback is completed via ARC, using the ‘evaluation’ tab.

Placement debrief On return to the University, students will be required to attend a placement debrief. This session will provide an opportunity for feedback, and to facilitate reflection and integration of placement learning into the academic setting. During the placement debrief aspects of professional development will also be addressed, such as developing reflective practice, drawing from the students and experiences whilst on placement.

Educator responsibilities: Educators are encouraged to reflect on their experience of facilitating each

placement as part of their own CPD activities

The university values feedback from all those involved in placements. Educators are encouraged to provide feedback to the university about any aspect of placements, either informally directly to the programme team, or formally by taking part in the annual educator feedback survey.

University responsibilities: Feedback and debrief

The university is committed to supporting all individuals involved in placements. Debriefs will be arranged for all students following each placement period, and will be offered to educators for any placement where this is identified to be helpful. Educators are welcome to contact the university to request a debrief at any time, regardless of whether the need for a debrief has been formally identified or not.

Verification of results Placement assessment results are checked by a member of the programme team, and any anomalous results clarified. All results are then considered and verified by the relevant examination boards.

The above roles have been adapted from the Chartered Society of Physiotherapy’s Clinical

Education Placement Guidelines (CSP, 2003)3.

3 Chartered Society of Physiotherapy (2003) Clinical Education Placement Guidelines – CE02.

London CSP.


3.3 Placement Induction and Orientation A placement induction for the student, including health and safety issues, is a key part of the beginning of the placement. Prior to placement students will have received:

Occupational Health screening & immunisation

Enhanced CRB check on admission to the programme. Students also sign a formal declaration annually where they are required to disclose any criminal convictions

Manual handling training

Introduction to ‘therapeutic’ handling

BLS training

Safeguarding Children session

Briefing sessions for practice placements, including o roles and responsibilities o assessment processes

Individual placement areas may have specific induction policies, which all students must

comply with. For many placement areas, information about induction is included on the ARC

placement profile, and students should check and complete any elements that are required

prior to starting each placement. However, on arrival, students should also receive a local

induction and orientation. This helps the smooth running of the placement. Overleaf is a list

of suggested components of an induction and orientation programme.


Suggested Induction Components

Orientation

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

library, parking facilities.

Introduce staff - students’ value knowing the staff hierarchy and to whom they

should report in your absence.

Orientate to department policies/ documentation, e.g. Health and Safety,

infection control.

Cover emergency procedures, e.g. fire escapes/ alarms, emergency buttons,

crash call.

Cover housekeeping, e.g. hours, breaks.

Student and Educator get to know each other

Placement information

Educator and student discuss learning opportunities.

Educator and student discuss conditions/pathologies to be encountered.

Educator supports the student to become familiar with clinical equipment.

Educator provides guidance on appropriate reading material/ revision guidelines.

Educator highlights opportunities for inter-professional working.

Educator provides a timetable of scheduled events, e.g. clinics, home visits, in-

service training, ward rounds, meetings.

Educator introduces routine paperwork.

Student sends educator SWOT analysis prior to placement commencing

Educator ascertains previous clinical experience of student.

Educator explores theory base of student.

Educator and student discuss weaknesses/strengths.

Educator and student discuss perceptions of this placement.

Educator and student agree learning contract.

Educator defines their expectations, e.g. punctuality, professionalism, time

management and notes

Educator provides clear guidelines about what to do should a problem arise, e.g.

who to report to.

Educator outlines his/her ‘style’ and how they carry out their role as a placement

educator - informal/ formal, teaching sessions, observing practice, student

assessment and plan discussion times etc.


3.4 Placement Documentation

3.4.1 Learning contract

The learning contract is an integral element of the placement process. The student and the placement educator should use this to identify the learning needs of the student and monitor the achievement of these during the practice placement. The student and placement educator should negotiate a learning contract based on module learning outcomes, self-assessment by student and placement opportunities. This should occur normally within the first few days of the placement. The process will start by the student submission of their placement document to the educator with a completed pre-placement self-evaluation. This should be sent electronically to the educator at the point of initial contact (two weeks prior to the placement start date).

3.4.2 Placement reflection

Students are encouraged to reflect on their progress towards the goals agreed in the

learning contract, both at mid-way and at the end of their placements. These reflections may

form the basis of the next pre-placement evaluation, as well as informing the personal

development planning process.

3.4.3 Documentation for submission

At the completion of each placement, students are required to submit the Placement

assessment booklet, complete ther on-line timesheets and to complete an online evaluation

form. Completion of all documentation is mandatory, and it is the student’s responsibility to

ensure that they have the appropriate paperwork and that it is completed correctly and

verified by the educator prior to submission. The paperwork that is required is:

Placement assessment record booklet: This is the electronic placement assessment record booklet (to be submitted by the

student via the university intranet)

The electronic placement assessment record booklet must include the student pre-

placement self-evaluation, agreed learning contract, midway and end of placement

marks and feedback and the total number of hours worked by the student during the

placement. Students must also complete the reflection elements, both at midway and

the end of the placement.

The end of placement marks must be averaged and calculated to two decimal

places.

Online placement timesheet: student’s are required to submit weekly timesheets accurately recording their clinical hours via the online TMS. These timesheets will be emailed to the Educator for verification by the TMS. It is the student’s responsibility to ensure that at the end of the placement block all TMS timesheets have been completed accurately and verified by their clinical educator in a timely manner. Failure to do so may result in clinical hours not counting or may require follow-up as part of the University Fitness to Practice procedure.

Placement feedback form- this is completed online and is accessible via ARC. Students will not be able to view their subsequent placement allocations until all outstanding feedback has been completed

3.4.4 Verifying Placement Marks


To verify the placement marks: on completion of the final marks and feedback, the clinical educator should email a copy of the placement assessment record booklet to the student and copy in [email protected] as way of verifying the placement marks.

The emailed document does not have to include the student’s end of placement reflections.

Please include the student’s name in the email subject box.

This DOES NOT substitute the student’s submission of the Placement Assessment Record Booklet on Moodle.

3.4.5 Placement Document Checklist

Student Clinical Educator

Before placement ☐ Complete pre-placement

evaluation in the placement booklet and email to clinical educator

☐ Read pre-placement evaluation to

aid in planning of placement

Beginning of placement

☐ Complete learning contract

with clinical educator in the placement booklet

☐ Complete learning contract with

student in the placement booklet

Half way ☐ Complete half way reflections

and confirmation in the placement booklet

☐ Complete weekly TMS sheets

☐ Complete half way marks,

feedback and confirmation in the placement booklet

☐ Verify weekly TMS online / via

email.

End of placement ☐ Complete final reflections,

feedforward to subsequent placements and confirmation in the placement booklet

☐ Complete marks, feedback and

confirmation in the placement booklet

☐ Email placement booklet with

marks, feedback and confirmation to student and copy in [email protected] (NB this version does not have to contain the student’s final reflections) Please include student’s name in email subject box

After placement ☐ Submit placement booklet to

Moodle prior to module deadline

☐ Ensure TMS is accurately

completed and verified in a timely manner

☐ Complete online placement

feedback




3.5 Documentation of hours completed during the placement All students on this programme will normally need to complete a minimum of 1000 clinical

hours; therefore, the clinical hours are formally recorded within the assessment form and via

the online TMS.

Students are normally expected to work a full-time pattern whilst on placement (although the

actual shift patterns and organisation of hours may vary from week to week). For a four week

placement this equates to a nominal expectation that the students will complete 144 hours of

placement time. For a five week placement this equates to a nominal expectation that the

students will complete 180 hours of placement time. Within this expectation there are a

range of activities which could be considered as acceptable for inclusion as placement

working time.

Examples of work-based activities that may be considered for inclusion within the agreed

working hours:

Clinical activity

MDT meetings

Home visits

Visits to specialist clinics (where this is specifically relevant to the current placement)

In service training sessions

Study time for specific activities linked to the placement. It is usually expected that this time would be agreed to work towards a specific, placement related goal

Attendance at University related Teaching and Learning Events e.g School Research Conference or to deliver PALS’s sessions. Attendance at these events can only be counted towards clinical hours if they have been agreed with the Placement Team and the Placement Educator prior to the event.

Examples of those activities not usually included within the agreed working hours:

Meal breaks

Travel time to and from placement

Evening and weekend self-directed study

Working hours need to fit with the demands of practice areas, and students may be asked to

alter their working hours accordingly. The actual work pattern and any agreement relating to

study time is at the discretion of the placement area. Any students who have personal

circumstances which may impact on their ability work in this way must discuss this with their

personal tutor as soon as the issue has been identified.

3.6 Sickness As honorary employees of the placement area, students must comply with all sickness and

absence reporting procedures of the placement area. This includes the submission of

medical certification of sickness and occupational health reviews as appropriate. In addition,

students MUST inform the University and Placement Link Tutor of any absences during

periods of practice placement on a daily basis.

There are no hard and fast rules about the number of hours that must be completed to

constitute a full placement, however students must complete sufficient hours to enable a fair

and full assessment of their performance to be undertaken. Usually, students who have


completed at least 4 full weeks of placement will be able to have sufficient opportunity to

achieve this, however, it is recommended that in any circumstance where students are

absent for more than two or three days, this is discussed with the programme link.

Significant amounts of lost hours due to sickness could be made up within the placement if

this is feasible (at the discretion of the placement and University), or made up at a future

date. It is the student’s responsibility to keep a tally of their hours, and where significant

numbers of hours have been lost; this should be discussed with a member of the

Physiotherapy Clinical Team.


3.7 Placement Assessment Placement assessment is an important part of the placement experience, particularly as

marks awarded on placement have academic credit attached- i.e. they contribute to a

student’s degree classification. There are two points where formal feedback should be

undertaken and documented as part of the formal assessment process, both of which should

be formally recorded on the assessment documentation:

Formative (developmental) assessment occurs at the mid-point of the placement and should give students a clear indication of their current level of performance. Marks should be awarded based on the actual student performance seen to date and accompanied by developmental feedback highlighting areas to address in the rest of the placement.

Summative assessment occurs on the penultimate or final day of the placement and represents the final mark that the student is awarded. This should be justified with evidence to support the mark awarded, as well as including developmental feedback for future placements.

The lead placement educator should take responsibility for co-ordinating the assessment

process, although other members of the team are likely to contribute to both formative and

summative feedback. The program link may also be involved formative and summative

feedback sessions if required. Any concerns about any aspect of the assessment and

feedback process should be referred to the program link as soon as possible. Students

should be aware of the assessment criteria for clinical education on which they are assessed

and are encouraged to assess and reflect on their own performance during the course of the

placement.

The progress of the student through each practice placement is recorded on the Practice

Placement Assessment Form. These forms have been adopted from the physiotherapy

programme at the University of West of England, with their explicit permission. The form

also incorporates elements of the assessment form used by the PPIMS consortium of

universities in the South East of England.

All practice placement assessments are marked with a grade between 0 and 100. Year 2

and Year 3 practice placements contribute to the overall degree classification of the student.

You will note from the list below that not all grades within the 0-100 band can be used

in the student assessment.

Marking criteria are different for each level (year) of student placement, with two sets of

marking criteria for level 3 students. This means that a student can be awarded a grade

between 0 and 100 at any placement, at any stage of their physiotherapy education. Higher

marks are not ‘reserved’ for students at the later stages of their education. On the

other hand, higher marks can only be awarded for outstanding and consistent achievement.

Please note, that not all grades within the 0 – 100 band can be used. The grading bands of

the marks are awarded as follows and are reflective of the degree classifications:

72, 75, 78, 82, 85, 88, 92, 95, 100%: 1st class/ excellent

62, 65, 68%: 2:1 /very good

52, 55, 58%: 2:2/ good

42, 45, 48%: 3rd class/ acceptable

0, 5, 15, 25, 32, 35, 38%: refer/fail


3.7.1 Pass/ Fail criteria

The normal pass mark for academic modules is set at 40%, and this is also the case for

practice placement modules. HOWEVER, there are also module specific criteria that must

be satisfied in order for students to be deemed to have passed the placement. They are:

Passing grade (42% or above) achieved in at least 3 of the assessed sections

Each individual section must score 32% or above.

The student must be signed off by the Clinical Educator as safe and professional. In the event a student receives a safety or professional warning, they will receive a debrief following the placement with the Placement Team or their personal tutor. In the event a student fails a placement, they will be counselled under the University’s fitness to practice procedure, normally by an informal fitness to practice meeting.

3.7.2 Assessment Processes

Students will email a copy of their assessment form to the practice placement. Both the

student and the placement educator will complete sections of this documentation as

appropriate. At the end of the placement and after all sections have been completed the

educator should retain a copy of the assessment documentation. It is the student’s

responsibility tosubmit the placement documentation electronically. Students should keep a

saved copy of their placement documentation for their own records.

Hand in dates are identified for all placements. Students should consult their programme

handbook or programme administration. Please note that if the student does not hand their

placement documentation on time, their submission will be penalised. Students and

educators are advised to contact their programme link or a member of the placement team

as a matter of urgency if there are any issues which may potentially impact on a student’s

ability to submit their documentation in time.

3.7.3 Core Expectations

Professional behaviour in accordance with local policies and procedures and as guided by

the HCPC (2016) Guidance for conduct and ethics for students and the CSP code of

members professional behaviour (2011) is a core expectation of students on placement at all

levels of study.

Maintaing patient, staff and own safety is also a key expectation of students on placement at

all levels of study. Students are expected to comply with all local and University policies

related to safe working practice and consistently demonstrate safe clinical practice

appropriate to the setting and level of study.

Clinical Educator’s are required to sign-off students as demonstrating consistently safe practice and professional behaviour at mid-way and final assessment. Any concerns about a student’s safety in practice or professional conduct on placement should be raised with the student and documented in Section 6 of the Placement Documentation in a timely manner. Significant or ongoing concerns and / or failure to respond to feedback related to safe clinical practice or professional behaviour appropriately will result in the placemant being terminated by the Placement area and the University. In this instance the placement will be recorded as a fail and the student will be counselled under the University’s fitness to practice procedure, normally by an informal fitness to practice meeting.


3.7.4 Assigning marks

The placement assessment process marks students on five elements of their performance

on placement:

I. Interpersonal skills and professional behaviour II. Organisation and management skills

III. Patient examination and assessment IV. Implementation of physiotherapy practice V. Personal development and learning behaviour

These areas are the same for each level (or year) on the programme, but the learning

outcomes will differ between levels to indicate the expected attributes a student will display

at each level (year) of study. Alongside these are criteria which should be used to assess the

actual level of performance demonstrated by the student for each element. Marks should be

assigned according to the ‘best fit’ of the assessment criteria to the student performance.

Error! Reference source not found. Error! Reference source not found. show the

assessment guidelines for each level of student placement.

Deciding on a mark

The principles of the assigning marks are discussed with students at placement briefing

sessions and with Educators at Clinical Educator training days or updates.

When completing the summative assessment, educators should consider the following key

points:

Written feedback should reflect the marks given. Close reference to the marking criteria with highlighting key criteria for each level will assist this

Developmental feedback is essential to facilitate the students’ progression and formulation of learning objectives for future placements

Marks should be awarded based on actual student performance rather than anticipated level.

The final mark for the whole placement (obtained by averaging the marks of the five assessment areas) MUST be calculated to 2 decimal places for recording purposes.

Please make early contact with your programme link for the placement if you have concerns

about any aspect of the assessment process.

As with all assessments of this nature, there is a degree of subjectivity associated with

assigning marks to placement performance. The placement assessment process has been

developed to minimise this as far as possible, and educators are strongly encouraged to

refer closely to the placement documentation and guidance when undertaking the marking

process. The use of a restricted number of marks within each banding allows educators to

use a simple system of ‘low/ middle/ high’ within each band, and the extensive performance

descriptors for each level are intended as a guide both for awarding marks and writing the

associated commentary. Programme staff will always discuss the assessment process and


anticipated marks, and are always happy to facilitate the assessment process where this is

helpful. On some occasions, moderation of marking may be undertaken as part of the

ongoing quality assurance process for placement assessment. This usually involves a

programme link observing the student in practice to inform a subsequent discussion with the

educator of the marks awarded. This is not intended as a process to influence marks, more

in order to verify that the marking process is as valid and reliable as possible.

3.7.5 Further information on assessment

Everyone involved in the assessment on placement is encouraged to consult this document.

Placement educators and students may also discuss assessment issues with the

programme link for the placement. In addition, students may also consult with their Personal

Tutor, the Placement Co-ordinator or the Programme lead.

3.7.6 High performing students

With high performing students, it can be difficult to objectively decide how high to mark them.

Remember that all students are potentially able to achieve the highest marks, irrespective of

level of study or type of placement. The following points particularly apply to Year 3 students,

but the principles may help in the decision making process for all high performing students:

One of the main distinctions between the lower and higher first categories across the

board is that of consistency. Some students show high level abilities most of the time,

but not consistently across the board.

Another point would be the level of complexity that the students are able to manage. For

example, at Year 3, students at the lower levels of the first category may be

independently managing less complex assessments than the higher (e.g. one or two

issues versus true multiple pathology/ problems).

In applying management strategies, the 'low' firsts may be able to create a

comprehensive management plan based on applying work they have done previously,

but the higher level ones will be able to be appropriately creative and innovative , whilst

still maintaining a patient and evidence based focus.

The degree of autonomy the student demonstrates is another area- the 'low' firsts will be

very self-directed and proactive, but are likely to still require input from educators in

terms of feeding back and discussing strengths and weaknesses. The very high level

students tend to be very highly skilled in analysing themselves accurately (and

appropriately), constructing action plans, and using your input as a sounding board to aid

the process rather than lead it.

When you are assessing the first class levels, a useful question to ask yourself is 'is

there any advice or feedback I could give to help the student improve?' If the answer is

no, then you will be looking at the higher levels. Remember, the key is always to give

evidence or justification for your decisions.


3.8 Placement support Students attend clinical placements in a variety of environments, specialities and

geographical locations, and ensuring adequate support is available for both students and

their educators during placements is a priority. The university is committed to ensuring that

the partnership approach to placements is maintained and strengthened through each

placement experience. One important aspect that the physiotherapy programme utilises to

achieve this is the allocation of a member of the physiotherapy programme team to act as a

link between the university and placement area to provide support for each placement. To

facilitate the development of these links, specific members of staff usually cover named trust

or placement organisations; however, there will of necessity be some variation in the staff

allocations depending on workload and other commitments. Support is arranged on a

collaborative basis, and the degree of input required by individual students and educators is

likely to vary.

With the exception of the year 1 placement module (where all students are visited),

programme support may be either by telephone or by placement visit in the first instance,

with further support being arranged as required. Placements and students are allocated to

receive telephone or ‘in person’ visits according to agreed criteria (see below). Regardless

of the type of initial support that is arranged it is essential that this contact enables

programme staff to ensure that the placement is providing an appropriate experience for the

students, that educators are able to supervise and assess students appropriately and to

identify potential problems or issues and respond to them in a timely and appropriate

manner.

3.8.1 Placement support process

Allocation of Visits

Targeted allocation of placement visits will be undertaken by module leads as part of the

final placement confirmations which should take place 4 weeks prior to the start of each

placement block, using the following criteria:

New placement

New clinical educator

Student with poor overall academic profile

Student requiring additional pastoral support

Student with specific disability support requirements

Visit requested from Placement provider.

Visit requested by member of programme team

To assist in this process, placement module leads will email personal tutors to ask them to

identify any of their students who may fulfil these criteria. Collaboration within the

physiotherapy placement team will also take place to highlight any issues raised during

previous placements.

Contact and support arrangements

Initial contact- It is recommended that programme links make early contact with students and

educators to confirm that the placement has commenced successfully and to give contact

details. This may be by telephone or email depending on individual circumstances, and will


usually occur bt the end of week 1. If a visit has been allocated for the placement, the date for

this should be scheduled during the initial contact.

Progress check- Telephone discussion or placement visit

This check will usually take place at around the mid-point of the placement (end of week 2 or

during week 3). The programme link should have conversations with BOTH the student and

educator. There is no set format for the support contacts on placement, as this will be

dictated by the individual circumstances of each placement, educator and student. However,

it is essential that a clear picture of the student’s progress and performance is gained during

this contact, and any potential concerns or queries are identified. In the case of a telephone

contact, it may be necessary to arrange for a further conversation to take place at a more

appropriate time.

Support contacts may include the following aspects:

Student preparation and learning needs

Placement Organisation and Casemix

Discussion of progress with student and educator(s)

Review of assessment/ feedback

Pastoral support

Extra considerations- placement visits

Depending on the needs of the student and educator, it may be appropriate for the support

person to undertake other activities during the visit such as observation of practice or

addressing specific issues related to the placement. Programme links need to work within

their role as visiting professionals, and will discuss the specific scope of their role with

educators and students on a case-by-case basis.

Placements where issues arise

If issues arise during a placement, it is essential that students and educators are suitably

supported throughout. Support needs are likely to vary depending on the type of issue,

however, in all cases, clear and regular communication with all involved, and thorough

documentation of all aspects is essential. This includes a description of the relevant issues;

support provided and agreed action plans.

3.8.2 Additional support mechanisms

There are also a number of other support mechanisms that have been established for

students to access whilst on placement:

Student peer support. Where a number of students are on placement in a particular

geographical area or within a particular NHS Trust, they are encouraged to arrange their

own peer support. Many placements provide timetabled opportunities for this support

through group tutorials etc. Students are also encouraged to link with students from other

disciplines where such opportunities arise. This facilitates the development of functional

interprofessional links, as well as providing valuable support.

Electronic support. Whilst students are on placement, email support systems are in place

allowing students to contact personal tutors/module leaders as required. Access to learning

resources via the university intranet is also maintained, enabling students to use videos,

reading lists and module documents whilst on placement.


3.9 What if a Placement Educator is concerned about some aspects of a student’s practice?

This issue is important and needs to be addressed.

First the placement educator should discuss the concerns with the student and document

these concerns in the appropriate section of the Placement Assessment form. Discussing

and documenting concerns is a key part of the student learning process. It is essential the

student is made aware of the concerns and is provided with appropriate formative feedback

and time to address the concerns where appropriate.

The placement educator should inform and seek advice about any concerns related to the

student’s practice as soon as possible from their placement link. If you have any difficulties

making contact with your placement link, please contact Programme Administration. It is

recommended that contact is made at an early stage so that appropriate support and advice

can be given to both the student and placement educator. Any concerns should be recorded

in the relevant sections of the Placement Assessment form.

Being referred in a placement should not come as a surprise to the student on the last day of

their placement.

The flowchart on the following page gives details of the sequence of events that are

associated with a poor performance on placement for information and further guidance.


Support for Weak and Failing Students on Placement: Action Plan

B. AFTER PLACEMENT

1. Student meets with physiotherapy placement

link / team member and personal tutor on return to

university to debrief and discuss issues. Student

facilitated to reflect on experience and develop

learning strategies and plan for future placements

2. Debrief offered to placement educators

by physio programme placement team.

Action plan/ development plan agreed

upon as required

Onward referral to

learning support,

disability assist, occ.

health etc as

appropriate

1. Pre- placement tutorial with physio

programme link for next placement

and personal tutor to discuss student

plan for placement, learning

strategies & support needs

C. STUDENTS WITH ONGOING ISSUES- SUBSEQUENT PLACEMENT

2. Concerns re. safety/ professional conduct etc:

Physio programme team WILL liaise with next

placement area prior to start

Other issues:

Physio programme link will liaise with student

to facilitate disclosure strategy

3. During placement- support and

visits carried out as per plan

1. Student showing signs of poor

performance on placement

2. Actions:

a. Educator raises concern with student and notifies them that programme

support will be requested

b. Educator contacts physio programme team link URGENTLY

c. Issues relating to poor performance are documented including appropriate

safety or professional concerns in placement assessment booklet

3. Placement visit to discuss issues/ formulate action plan

and further support arrangements as appropriate

4. Regular feedback and ongoing support for the rest

of the placement- further action plans/ issues and

progress documented fully

A. DURING PLACEMENT

Figure 3-1: Support for Weak and Failing Students on Placement: Action Plan

53

3.10 Other placement issues

3.10.1 Student feedback

Students are encouraged to reflect on their own learning and performance as well as on the overall

learning experience. As part of this activity they complete a placement feedback form at the end of

the placement and submit the form on ARC. This feedback is available to educators via the PEP for

each placement, and is also is collated and incorporated into the placement module reports which are

scrutinised as part of the Annual Programme Monitoring process.

An annual Multiprofessional Placement Activity Report is compiled by PQDD and returned to each

Trust. This includes summarised student feedback and developments undertaken in response to the

feedback.

Students are responsible for ongoing reflection and documentation to map their clinical knowledge

and skills in relation to their individual placement profile. Student’s should discuss any potential ‘gaps’

in their profile with the Placement Team. Student’s should also use ongoing reflection to identify

areas for learning with their personal tutor in reviewing their CPD as part of the personal development

planning process

3.10.2 Health and safety risk assessment and accident reporting

Placement risk assessments for the different types of placement undertaken on this programme are

available in Appendix .

Under Health and Safety Regulations (Training for Employment, 1990), students undertaking

placement learning in service areas are regarded as employees for the purpose of health and safety.

This means that any accident or injury to a student whilst in the practice area must be recorded on the

service area accident reporting system and be dealt with by the Trust/service area.

It is the responsibility of the Trust/service area to inform the University of any such incident/accident

as soon as is practicable.

It is a core expectation of the student to adhere to the local health and safety policies and procedures

and to take responsible care of their own health and safety and that of other people who may be

affected by their actions.

Further information is available in student handbooks and on the university intranet.

3.10.3 Occupational Health

All students are screened by occupational health services on enrolment to the programme. This

includes reviewing immunisation status and fitness to undertake placements. Students will NOT

usually be permitted to attend placement until their full programme of screening has been undertaken,

and any programmes of vaccination, treatment or other review requirements have been completed.

Students who disclose health issues during the programme will usually be referred for further

occupational health screening prior to being permitted to attend their next scheduled placement

experience.

3.10.4 Supporting students with disabilities

Under the requirements of the Special Educational Needs and Disabilities Act (2001), practice

placement providers are required to make ‘reasonable adjustment’ to ensure that disabled students

are not placed at a ‘substantial disadvantage’ in comparison to someone who is not disabled. The

Physiotherapy placement team are proactive in ensuring ‘best practice’ and facilitate practical links

between Disability Assist Services (DAS), students and their placement educators. The University is


committed to ensuring equality of access to all aspects of learning for all students, and therefore takes

a proactive approach to supporting students who have disabilities whilst they are on placement.

All students who have identified a specific disability or learning support need to the University will be

invited to meet with a member of the practice placement team or personal tutor prior to their

placements, to discuss any issues that may affect their performance and to plan the approach that

they will take to make the most of their placement opportunity. This will include discussing issues

such as disclosure, accessing and applying appropriate support strategies, and facilitating the

process of students and educators implementing any ‘reasonable adjustments’ that may be

necessary. It is the student’s responsibility to contact their placement educator(s) and make them

aware of any specific learning needs and any additional support that they may need whilst on

placement. However, student’s may be supported by a member of the placement team or their

personal tutor to facilitate establishing appropriate support arrangements if appropriate. This may

also involve linking with appropriate members of the disability and/or learning support units as well as

arranging pre-placement visits where this may be helpful.

There are a number of useful sources of further information and guidance for students and educators

about this issue. There are established links within the University information, learning support (ILS)

and disability assist services (DAS). Another resource which is particularly recommended is the CSP

guidance document: ' supporting disabled physiotherapy students on practice placement (CSP 2003)

3.10.5 Lone working

It is recognised that student placements are undertaken in a wide range of situations and settings,

and that in some areas students may undertake practice with a greater degree of independence than

seen in ‘traditional’ settings. The assessment of the student’s suitability for more independent

practice should form an integral part of the educator’s risk assessment where this is being considered,

and arrangements should be made which provide a clear plan for contact and support at all times. It

may be appropriate Local policies on lone working and health and safety must be considered and

implemented within support arrangements. Students are directed to the university policy on lone

working for further guidance 4, and the CSP has also produced a useful guidance document which

provides information and ideas for educators who may be considering models of placement where

more independent student practice may be involved5.

3.10.6 Arrangements for students who need to repeat a placement

All students are required to successfully complete all placement modules as part of their degree

programme. Any students who are unsuccessful on their first attempt, or who are unable to complete

a placement due to extenuating circumstances, may be given an opportunity to repeat the

placement. This decision will usually be made following consideration of their academic profile [1] and

within the context of the School’s Fitness to Practice process, plus may be referred to the Award

Assessment Board. Students may only undertake two attempts of any placement module and three

of the five placement blocks must be passed on first attempt in order for the student to demonstrate

the required level of clinical knowledge and skills required to graduate.

4 University of Plymouth Safety Policy: Lone Working (October 2004), PQDD guidance for educators and

students when carrying out unaccompanied home visits and for the use of students’ own cars for placement

activity including escorting service users/clients (June 2009)

5 Chartered Society of Physiotherapists (2006), Guidance on developing student placements in Community and

other non-traditional settings

[1] University of Plymouth Academic Regulations (2006-2007)


Succesfull completion of previous clinical modules is a requirement for progression onto subsequent

clinical modules. Repeat placements will usually be placed in a clinical area similar to their

unsuccessful placement and will usually be trailed into the subsequent placement period or academic

year subject to placement availability. On some occasions repeat placements may be arranged

during the summer vacation period but this will be dependent on appropriate placement availability.

As a result, it is not possible to accurately predict repeat placement requirements on an annual basis.

Placements will be approached individually as required, giving as much notice as is possible.

3.11 Frequently asked questions

What are the criteria to be a Placement Educator? 1. Have practised physiotherapy for at least two years.

2. Have undertaken regular updating of knowledge and skills.

3. Demonstrate a positive commitment to physiotherapy education.

4. Attend a course to develop teaching skills, an understanding of learning styles and assessment

skills (including the giving of feedback). Plymouth University is happy to accept the recent

attendance at a relevant Placement Educators day at another university offering physiotherapy

education.

Who can Placement Educators contact to obtain information about Placement Educators Days?

For more information please contact your Trust Physiotherapy Placement Co-ordinator or

[email protected]

What should I do if I need support whilst a student is on placement?

In the first instance you should contact your programme link. Contact details are available at the front

of this handbook. If you are unable to contact your named link, please telephone programme

administration on 01752 588800

Can more than one person be involved in the supervision and/or assessment of students?

Yes this is possible. The named Placement Educator may designate other healthcare professionals to

contribute to the assessment and/or supervision of the student. It is considered good practice to

make agreement decisions based on a range of evidence, including evidence from others.

The person identified as the named Placement Educator is responsible for completing/signing the

summative Placement Assessment Form.

Does the Placement Educator have to observe everything that a student does? No. But this will depend on both the level, stage of education and ability of the student. In

physiotherapy, students and Placement Educators work closely together. Observation/supervision

should be negotiated and agreed on an individual basis taking into consideration the student’s

objectives as identified in the learning contract.

If a student completes a skill once in a competent manner is that sufficient for them to be assessed as competent?

Yes it can be, provided that the student has had the required amount of practice experience and has

displayed the appropriate standard. Combining observation with questioning will enable the mentor to

clarify that the student has an understanding of all the factors involved with a skill.



What should a student do if they are concerned about any aspect of their placement (accommodation, supervision, feedback, learning opportunities, workload)?

This will obviously depend on the nature of the concern. Firstly, the student should discuss their

concern with their placement educator. If a student has a difficulty with their placement educator,

then they should contact the local PDT member.

Why is it important that the assessment documentation is fully completed before submission?

The placement educator has a professional responsibility for summatively assessing the student on

placement. Therefore it is essential that the documentation is completed according to programme/

module requirements and signed by the student and the placement educator.

Failure to do this will result in the referral of the student unless ‘extenuating circumstances’ are

approved.

What happens if a student fails a placement? If a student fails a placement, the student may have the opportunity to re-sit their placement. The

exact format of the placement will be determined by the exam board.

What is the procedure if a student’s placement is deferred? The placement module will normally be completed within the year if a placement is deferred.

Educator role development P a g e | 57

4 Role development of Placement Educators

The University recognises and values the important role that placement educators play in the

education of the physiotherapy student. Placement educators are assisted in their role development

in a variety of ways and this is in line with the CSP Guidelines for Good Practice for the Education of

Placement educators (1997)6 :

1. Clinical education training courses for new educators are held bi-annually at the University and aim to provide new educators with an awareness of the skills required to facilitate students on placement as well as an understanding of the programme as a whole and the specific requirements of the placement education process. Information about the clinical education programme, including dates and application forms, is available through the Open DLE site or through contacting [email protected]

2. Updates for existing educators will be organised and implemented by programme link tutors in collaboration with trust placement co-ordinators and the physiotherapy placement team. These updates provide an opportunity to share good practice between professional groups and also address issues common to healthcare placement education across the professions. Any programme specific course developments will also be highlighted during these sessions, and there will also be opportunities for any issues in relation to the clinical component of the course to be addressed and assessment strategies considered. In recognition of the changing demands in healthcare settings, these updates may be delivered in a variety of formats in order to improve the accessibility for educators. These may include electronic online formats as well as face-to-face sessions.

3. On site workshops may be delivered by the programme clinical team on request from placement educators/trusts. These aim to augment the topics addressed at placement educators days and enable specific needs of placement educators and individual placement areas to be addressed.

4. A level 6 (degree level) module ‘HEAB370 Mentorship in Practice’ is available through Plymouth University. This is a multidisciplinary module delivered at several locations throughout Devon and Cornwall and several times during the academic year. Physiotherapists wishing to access this module can be funded through the Strategic Health Authority. This module is accredited by the CSP and placement educators who complete this module are eligible to join the CSP’s national register of placement educators.

5. In line with other post-graduate provision at the University, staff engaged in facilitating placement learning are also able to access a range of other CPD opportunities which are delivered throughout the year. Topics include:

Facilitating Inter-professional learning

Supporting students with disabilities

Profession specific development days for experienced educators

Further details of these days as well as the other post graduate CPD opportunities offered by the

University is available from: [email protected]

6. We offer a number of exciting opportunities for post graduate education at master’s level at Plymouth University.

These can be either CPD stand alone modules or a full MSc

https://www.plymouth.ac.uk/courses/postgraduate/msc-advanced-professional-practice-in-physiotherapy Please contact us for further information

6 Chartered Society of Physiotherapy (1997) Guidelines for Good Practice for the Education of Clinical Educators – CPD 14. London: CSP.


https://www.plymouth.ac.uk/courses/postgraduate/msc-advanced-professional-practice-in-physiotherapy

https://www.plymouth.ac.uk/courses/postgraduate/msc-advanced-professional-practice-in-physiotherapy


Appendix 1 Physiotherapy Assessment Record Booklets for each Placement Block

BSc (Hons) Physiotherapy - Placement Assessment Record Booklet

This documentation should be completed with reference to the placement assessment

guidelines which are appropriate to the year/ stage of study for the student. On

completion of the final marks and feedback, the clinical educator should email a copy of the

placement assessment record booklet to the student and copy in

[email protected] as way of verifying the placement marks. NB the

emailed document does not have to include the student’s end of placement reflections.

Please include the student’s name in the email subject box. The student should upload a

copy of the completed document onto Moodle by the module hand in deadline.

Placement Module: PHY 115

Student Name: Click here to enter text.

Student Number: Click here to enter text.

Placement Date: Click here to enter a date.

Placement Location: Click here to enter text.

Placement Area/Specialism: Click here to enter text.

Placement Educator Name(s): Click here to enter text.

Placement Educator Email Address: Click here to enter text.

Marking summary:

I. Interpersonal skills and professional behaviour Choose an item.

/100

II. Organisation and management skills Choose an item.

/100

III. Patient examination and assessment Choose an item.

/100

IV. Implementation of physiotherapy practice Choose an item.

/100

V. Personal Development and Learning behaviour Choose an item.

/100

Provisional Mark: Total of sections I-V divided by 5 *to 2 decimal places* = Click here to

enter text.%

Please note that for a pass to be achieved, at least 3 of the above sections must score

42% or above, and every section must achieve a minimum of 32%*



Core Expectations Sign-Off (See Section 3 & 6) –

During the placement the student *has / *has not adhered to local policies & procedures as

outlined as part of the induction process (with *no more than / *more than minimal

prompting). Any documented concerns around adherence to local policies were

subsequently *addressed / *not addressed / not applicable appropriately by the student for

the remainder of the placement.

*Please delete as appropriate PASS / FAIL

During the placement the student *has / *has not conducted themselves in a professional

manner in accordance with HCPC & CSP guidance. Any documented concerns around

adherence to local policies were subsequently *addressed / *not addressed / not applicable

appropriately by the student for the remainder of the placement.


During the placement the student *has / *has not demonstrated safe clinical practice. Any

documented concerns about safety were subsequently *addressed / *not addressed / not

applicable appropriately by the student for the remainder of the placement.


Signed - Date - Professional role –

*Please note that to pass the placement the student must have passed / met the core

expectations AND passed at least 3 of the above sections with a score of 42% or

above, and every section must achieve a minimum of 32%*

Placement Hours completed

Anticipated Hours Year 1: 144 Years 2&3: 180 Actual Hours: Click here to enter text.

(Nb. hours entered must tally with hours recorded on placement timesheet)

Confirmations:

Half-way assessment

The half-way assessment report was completed by the clinical educator and the student as

appropriate. Relevant sections were discussed with the student and the student had an

opportunity to comment.

Clinical Educator: Click here to enter text. Date: Click here to enter a date.

Student: Click here to enter text. Date: Click here to enter a date.

Final Assessment


This assessment report was completed by the clinical educator and the student as





Placement Documentation Checklist


Before placement

☐ Complete pre-placement


☐ Read pre-placement evaluation

to aid in planning of placement


☐ Complete learning

contract with clinical educator in the placement booklet



Half way ☐ Complete half way

reflections and confirmation in the placement booklet

☐ Complete weekly TMS

sheets


feedback and confirmation in the placement booklet

☐ Verify weekly TMS sheets

End of placement

☐ Complete final reflections,

feedforward to subsequent placements and confirmation in the placement booklet

☐ Ensure placement

paperwork is submitted on moodle by the deadline

☐ Ensure TMS is accurately

completed and verified in a timely manner





☐ Verify and outstanding TMS

sheets online

After placement ☐ Submit placement booklet

to Moodle prior to module deadline

☐ Complete online

placement feedback



☐ Reflect on placement

experiences and document as part of personal development plan.


1. Pre Placement Evaluation

This should be carried out by the student prior to placement in relation to the five categories

of assessment in regard to issues identified on previous placements. This should formulate

the basis of the learning outcomes in the learning contract.

1. Strengths identified from previous feedback:

Click here to enter text.

2. Areas for development highlighted from feedback:


3. Things which may help my learning are:


4. Key things I wish to achieve during this placement:



Date completed: Click here to enter a date.


2. Learning Contract

The needs identified prior to placement should be completed before the student submits the

document to the educator prior to the placement. This should be informed by the pre

placement evaluation. Learning outcomes should be discussed and agreed collaboratively

within the first week of the placement

Learning Outcomes Resources/Strategies

Needs identified prior to placement

(to be completed by student prior to placement)


Resources available in department

(identified by discussion with clinical educator)


Planned learning outcomes

(agreed by discussion with clinical educator)

Planned use of resources and strategies


1 Click here to enter text.










Clinical Educator: Click here to enter text. Date: Click here to enter a date..

Student: ………… Click here to enter text. Date: Click here to enter a date..


3. Core Expectations

In order to pass a placement the student must meet core expectations related to Professional Behaviour and Safe Clinical practice. Concerns should be raised as part of ongoing feedback and documented using the professional / safety concerns part of the assessment booklet (see section 6). Formal feedback should be provided in relation to core expectations at mid-way and final assessment. As part of the final assessment the Clinical Educator is required to sign-off a student to confirm they have met Professional and HCPC requirements related to professional conduct and safe clinical practice. Half-way Assessment

i) The student is adhering to Trust / departmental policies or procedures as outlined as part of the induction process.

This may include Health and Safety, IT, note keeping, GDPR, reporting of accidents or incidents, reporting of sickness, lone worker policies, inappropriate phone use etc.

Yes / No (please delete as appropriate)

ii) The student is meeting HCPC (2016) Guidance on Conduct and Ethics for Students and the CSP Code of Members’ Professional Values and Behaviour (2011) Please follow the links for more information – - https://www.hcpc-uk.org/resources/guidance/guidance-on-conduct-and-ethics-for-

students/

- https://www.csp.org.uk/publications/code-members-professional-values-and-behaviour


If no, then clear examples of where policies and procedures have not been followed and / or examples of when student behaviour has not met the Professional standards should have been provided and documented in a timely manner within Section 6 ‘Professional and Safety Concerns’.

iii) The student has demonstrated safe clinical practice with no more than minimal prompting and has addressed any documented safety concerns (see section 5) in an appropriate manner demonstrating subsequent safe clinical practice.


Safe clinical practice refers to maintaining the safety of themselves and others in the workplace including patients and carers. This may include adherence to policies relating to safe clinical practice (for example Manual Handling Policies, Infection Control, Lone Worker Policies etc). If no, then clear examples of when safe clinical practice has been compromised or where documented safety concerns have not been acted upon appropriately should have been

https://www.hcpc-uk.org/resources/guidance/guidance-on-conduct-and-ethics-for-students/


https://www.csp.org.uk/publications/code-members-professional-values-and-behaviour


provided and documented in a timely manner within Section 6 ‘Professional and Safety Concerns’. Please inform your University Placement Link as soon as possible if there are any concerns about a student’s professional behaviour or safe clinical practice. Student reflection on Mid-Way Feedback in relation to core expectations – This may include confirmation that any relevant policies or guidelines have been reviewed if concerns have been identified. Final Assessment




ii) The student is meeting HCPC (2016) Guidance on Conduct and Ethics for Students and the CSP Code f Members’ Professional Values and Behaviour (2011) Please follow the links for more information – - https://www.hcpc-uk.org/resources/guidance/guidance-on-conduct-and-ethics-for-

students/






Safe clinical practice refers to maintaining the safety of themselves and others in the workplace including patients and carers. This may include adherence to policies relating to





safe clinical practice (for example Manual Handling Policies, Infection Control, Lone Worker Policies etc). If no, then clear examples of when safe clinical practice has been compromised or where documented safety concerns have not been acted upon appropriately should have been provided and documented in a timely manner within Section 6 ‘Professional and Safety Concerns’. Please inform your University Placement Link as soon as possible if there are any concerns about a student’s professional behaviour or safe clinical practice. Student reflection on Final Assessment Feedback in relation to core expectations – This may include confirmation that any relevant policies or guidelines that have been reviewed if concerns have been identified.


4. Student Reflection on Achievement

Prior to completing this section please ensure you have completed section 3 – Core

Expectations at both half-way and final assessment. This should be completed by the

student after the half-way and final assessment and signed by the student and placement

educator.

Learning Outcome 1

Half-way reflection


End of placement reflection


Needs to be addressed in subsequent placements


Placement Educator: Click here to enter text. Date:Click here to enter a date.


Learning Outcome 2

Half-way reflection









Learning Outcome 3

Half-way reflection








Learning Outcome 4

Half-way reflection








Learning Outcome 5

Half-way reflection









5. Record of placement marks and feedback

I. Interpersonal Skills and Professional Behaviour

Half-way assessment comments:


Developmental Feedback Click here to enter text.

Mid-way mark: Choose an item.

Date: Click here to enter a date.

End of placement assessment comments:




Final mark: Choose an item.




This category includes:

Communication Verbal, non verbal, listening, questioning and teaching skills used with peers, patients, relatives, physiotherapists and the wider clinical team. This includes giving and receiving feedback from peers and clinicians.

Team working The ability to identify own role within the immediate physiotherapy team, to understand and respect the roles of others within the multi-professional team and to integrate into and utilise the relationships within each team.

Professional Behaviour This includes appropriate attitude, appearance and conduct. An awareness of issues of an ethical and moral nature. Displays behaviour which respects individuals’ dignity, privacy, issues of confidentiality, physical, cultural and psychological needs. Conform to professional standards of practice Ability to demonstrate reliability and trustworthiness within the confines of the placement

Learning Outcomes: By the end of the placement the student will be able to:

Level I Level II Level III

Demonstrate appropriate communication skills with patients and members of the health and/or social care team

Demonstrate good communication skills with patients and members of the health and/or social care team

Communicate effectively and sensitively with patients, carers and members of the health and/or social care team

Demonstrate an awareness of individual physical, psychological and cultural needs.

Demonstrate consideration for individual physical, psychological and cultural needs.

Sensitively adapt to individuals physical, psychological and cultural needs.

Begin to recognise and respect the roles of all members of the multidisciplinary team. Initiate discussion where appropriate

Demonstrate an understanding of and respect for the roles of others, specifically the integrated nature of practice and interdependence within the multi-professional team.

Integrate into and work as a member of the available multi-professional team.

Adopt professional appearance and manner, demonstrating a basic awareness of ethical and legal issues.

Display professional appearance and manner demonstrating an understanding of ethical and legal issues.

Consistently demonstrate professional appearance and manner. Inherent with this is reliable and trustworthy behaviour.


I. Interpersonal Skills and Professional Behaviour Assessment Criteria

Referral Fail

0, 15, 25

Communication skills are poor -inadequate and/or unclear. Inability to modify according to individual requirement, professional group or setting.

Is unable to relate to colleagues and/ or other team members. Is unreliable. Unable to or insufficient evidence of the ability to demonstrate professional behaviour. Does not respect the dignity of others.

Referral Fail

32, 35, 38

Communication skills are inadequate and often not adapted to the appropriate circumstance. Limited ability to overcome awkwardness or over confidence.

Despite encouragement demonstrates limited ability to relate to colleagues or team members. Is not consistently reliable. Inadequate evidence of ability to demonstrate professional behaviour.

3rd

42, 45, 48

Communication skills are adequate. At times these are adapted to individual need or the appropriate circumstance. Limited use of non-verbal skills. Impact of own communication on others is not fully recognised.

Needs encouragement to build relationship within the department or team. Is mostly reliable. Usually carries out responsibilities but the educator may have to check. Generally demonstrates professional behaviour.

2:2

52, 55, 58

Communication skills are clear, adequate, appropriate with evidence of the ability to adapt to individuals needs or situations. Is reliable and trustworthy.

Is able to integrate within the department and team most of the time. Is mostly reliable and can usually be trusted to carry out responsibilities. Satisfactory evidence of ability to demonstrate professional behaviour.

2:1

62, 65, 68

Communication skills are effective with evidence of the ability to adapt to individual needs, various professional groups and settings.

Effectively integrates within the department accepting professional responsibility for their role. Is consistently reliable and can be trusted to carry out responsibilities. Good evidence of ability to demonstrate professional behaviour in a range of situations.

1st

72, 75, 78

Communication skills are consistently effective, with the ability to adapt with sensitivity to the appropriate setting and group. Listening skills are highly developed. Communication throughout a wider professional group is maintained.

Able to integrate into and effectively utilise the relationships within each multi-professional team. Confident in demonstrating professional behaviour, showing ability to be flexible in approach. Gains the respect of others and is respectful.

1st

82, 85, 88

Communication skills demonstrate the ability to attain a highly professional, therapeutic relationship with clients. Excellent communication demonstrated consistently within the immediate and multi-professional team.

Able to integrate into and be a respected member of the team. Consistently demonstrates professional behaviour to a high level in practice situations.

1st

92, 95, 100

Exceptional ability to communicate effectively. Wide ranging evidence to support these skills.

Consistently demonstrates professional behaviour to a high level in practice situations. Demonstrates quick and fluent modification of behaviour when required.


II. Organisation and Management Skills












II. Organisation and Management Skills This category includes:

Time management - both of individual client interactions and of their own overall workload. Able to make effective use of time and respond appropriately to change e.g. utilises free time well (both organised and spontaneous).

Ability to prioritise - with reference to own workload, individual clients’ needs and the rest of the multi-professional team.

Demonstrate an awareness of the demands of clinical practice on the clinical educator and department and show initiative in responding to this.

Ability to function within the legal and ethical boundaries of their status.

Ability to demonstrate an awareness of the structure and organisation of the placement. Learning Outcomes: By the end of the placement the student will be able to:


Manage own time and workload with guidance.

Manage and begin to prioritise own time and workload with an awareness of the demands on clients and of the needs of other professional groups.

Manage the varying demands of clinical practice through dialogue with the client and multi-professional team.

Demonstrate an awareness of issues of confidentiality, informed consent, legal requirements, policies and protocols that impact on patient management.

Demonstrate understanding of issues of confidentiality, informed consent, legal requirements, policies and protocols that impact on patient management.

Understand and integrate into daily practice issues of confidentiality, informed consent and legal requirements that impact on patient management.

Show an awareness of and involvement in the organisation and structure of the placement.

Show initiative in responding to the needs of the department.

Take full responsibility for the care of their patients while responding appropriately to the varying needs of the department and demands on the clinical educator.


II. Organisation and Management Skills Assessment Criteria

Referral Fail

0, 15, 25

Ineffective in time management. Is not punctual and is unaffected by the repercussions and the consequences for others. Frequently fails to carry out tasks or report back on difficulties. Requires prompting. Is inclined to "muddle through" rather than ask for help. Unable to prioritise workload. Wastes time and opportunities. Poor awareness of the organisational structure of the placement. Shows a disregard for the need to gain informed consent or maintain confidentiality.

Referral Fail

32, 35, 38

Is not consistently punctual. Inadequate evidence shown of ability to manage time. Requires considerable guidance to prioritise workload and support in time management. Poor awareness of the organisational structure of the placement. Is unaware of issues of confidentiality, informed consent or legal requirements.

3rd

42, 45, 48

Is mostly punctual. Some evidence of ability to manage time effectively. Does not always ask for clarification if doubt exists and may display over- confidence. Requires prompting. Only makes the most of some opportunities. Limited awareness of the organisational structure of the placement. Demonstrates a basic awareness of issues of confidentiality, informed consent, legal requirements, policies and protocols that impact on patient management .

2:2

52, 55, 58

Is mostly punctual. Usually asks for clarification if doubt exists. Uses time effectively on many occasions and makes the most of many opportunities. Does require occasional prompting. Requires some guidance to prioritise workload. Clear awareness of the organisational structure of the placement. Gains informed consent, maintains confidentiality and has an awareness of legal requirements, policies and protocols.

2:1

62, 65, 68

Is consistently punctual. Asks for clarification if doubt exists. Does not usually require prompting. Able to prioritise workload and manages time effectively with minimal guidance. Makes the most of most opportunities and is able to respond to change. Clear awareness and some involvement in the organisation and structure of the placement. Functions within appropriate legal and ethical understanding.

1st

72, 75, 78

Is consistently punctual. Always asks for clarification if doubt exists. Does not require prompting. In addition uses own initiative appropriately. Consistently able to prioritise workload and manages time effectively taking in to consideration the needs of the client and the multi-professional team. Consistently functions within appropriate legal framework and is able to demonstrate clear understanding of ethical issues which may arise. Responds well to change, and makes full use of all opportunities.

1st

82, 85, 88

Is consistently punctual. Always asks for clarification if doubt exists. In addition uses own initiative appropriately. Uses time to maximum effectiveness and makes the most of opportunities. Fully aware of the organisational structure of the placement, is flexible and responsive. Shows considerable insight and understanding regarding legal requirements, ethical issues. Understands the overall demands on the team and the impact of achieving their workload on others.

1st

92, 95, 100

Is highly organised and responsive to change. Demonstrates ability to manage time effectively, may multi – task with ease. Shows considerable insight and understanding regarding legal requirements and ethical issues. Makes full use of all opportunities and is clearly involved in placement and workload management.


III. Client Examination and Assessment














Assessment – subjective, objective. Includes practical assessment skills. Perform appropriate specific tests. Identify screening questions and significant health indicators. Adapt generic assessments to individuals. Demonstrate an ability to risk assess and apply appropriate moving and handling techniques.

The ability to complete and maintain appropriate accurate written records. Incorporate known information from other sources, i.e. medical, nursing notes. Seek additional information when appropriate.

Ability to adopt a patient centred and develop a holistic approach. Learning Outcomes: By the end of the placement the student will be able to:


Complete a basic, safe and appropriate assessment with guidance.

Begin to modify assessments to individual needs and clinical presentation.

Undertake autonomous assessments which are appropriate to the patient’s presentation.

Use basic problem solving and clinical reasoning skills to plan an appropriate management programme.

Demonstrate problem solving and clinical reasoning skills to plan management programmes adopting a patient centred approach.

Synthesise the information gathered from the assessment to prioritise problems and develop a holistic management programme.

Demonstrate the ability to attain, retrieve and record accurate information in a succinct, legible and timely manner.

Demonstrate the ability to attain, retrieve, record and begin to analyse accurate information in a succinct, legible and timely manner.

Maintain accurate records which demonstrate the ability to analyse, summarise and synthesise relevant clinical findings from all sources.

Demonstrate an awareness of the significance of information gained from other professional sources.

Integrate relevant patient specific information from other professionals into the management programme.

Demonstrate an ability to liaise with other appropriate health professionals when developing a management programme.


III. Client Examination and Assessment Criteria

Referral Fail

0, 15, 25

Unable to select or implement a basic, complete and appropriate assessment. Unsafe and / or ineffective. Unable to retrieve and document information appropriately. Inaccurate.

Referral Fail

32, 35, 38

Is unable to select or implement basic examination procedures. May gain inaccurate data due to poor practical assessment skills. Is unable to analyse and interpret findings or develop an action plan. Does not use clinical reasoning skills. Does not record findings appropriately. May demonstrate unsafe practice. Shows limited evidence of ability to retrieve and document information appropriately.

3rd

42, 45, 48

Following frequent observation and considerable guidance is able to select and implement basic examination procedures. Assessment skills are generally implemented appropriately giving accurate findings. Is usually able to analyse and interpret findings but finds it difficult to synthesise this into an action plan. Clinical reasoning skills need considerable support. Is safe. Usually records findings appropriately but needs considerable guidance. Demonstrates some evidence that skills in retrieval and documentation of information are sound.

2:2

52, 55, 58

Following observation and guidance is usually able to select and implement basic examination procedures. Is usually able to analyse and interpret findings and begins to synthesise an action plan. Shows some basic clinical reasoning skills but requires guidance. Is safe. Usually records findings appropriately but needs some guidance. Clear evidence of competent retrieval of information and documentation demonstrated.

2:1

62, 65, 68

Following observation is consistently able to select and implement basic examination procedures. Is able to analyse and interpret findings and synthesise an action plan. Shows some basic clinical reasoning skills. Consistently safe in examining patients, is considerate of their needs and modifies assessment accordingly. Usually records findings appropriately. Demonstrates retrieval of information and documentation of information to a good standard.

1st

72, 75, 78

Is consistently able to select and implement examination procedures. Is consistently able to analyse and interpret findings and synthesise an action plan. Demonstrates clinical reasoning skills. Is consistently safe in examining patients, is considerate of their needs. Is able to modify the assessment according to individual need and clinical presentation. Able to retrieve and analyse information consistently well using all available sources. Notation is usually succinct, well organised, legible and timely.

1st

82, 85, 88

Is consistently able to select and implement assessment procedures for routine and more complex clients. Is consistently able to analyse and interpret findings and synthesise an action plan. Demonstrates good clinical reasoning skills. Is consistently safe in examining patients and is considerate of their needs. Records findings appropriately. Demonstrates excellent retrieval and analysis of information. Skills in documentation are succinct, well organised, legible and timely.

1st

92, 95, 100

Consistently able to undertake complex assessments, analyse and prioritise data while fully involving the client in their management programme. Demonstrates outstanding ability to attain, retrieve and analyse appropriate information. Documentation consistently succinct, legible, concise and timely. Adoption of a patient centred approach with multi-professional involvement.


IV. Implementation of Physiotherapy Practice












IV Implementation of Physiotherapy Practice This category includes:

Implementing a range of physiotherapy treatments, including advice, self management as well as manual skills, electrotherapy etc

Demonstrate problem solving and clinical reasoning skills to plan, deliver and evaluate management programmes

Demonstrate evidence based practise

Demonstrate an awareness of health promotion strategies which impact on individual situations and self management

Determine appropriate discharge time and management e.g. referral on, discharge letter, Learning Outcomes: By the end of the placement the student will be able to:


Develop and implement a basic management strategy based on assessment findings, clinical presentation and relevant knowledge base.

Develop, implement and start to evaluate an appropriate management strategy based on assessment findings, a relevant knowledge base and available evidence.

Demonstrate problem solving and clinical reasoning skills to plan, deliver, evaluate, adapt and progress management programmes based on a clear evidence and knowledge base.

Demonstrate the ability to select, implement appropriate treatment skills.

Apply, monitor, evaluate and modify treatments according to individual client response

Select, deliver, evaluate and develop management approaches which are relevant to the needs and interests of the individual.

Demonstrate an awareness of evidence based practice

Demonstrate an understanding of the complexities associated with incorporating the evidence base into practice.

Demonstrate the ability to select and critically evaluate an appropriate, relevant evidence base with which to underpin practice.

Demonstrate an understanding of discharge procedures.

Discuss, plan for and implement appropriate discharge procedures.



IV Implementation of Physiotherapy Practice Assessment Criteria

Referral Fail

0, 15, 25

Unable to implement competent physiotherapy practice or implements inappropriate procedures. Is ineffective. Does not evaluate effectiveness. Lacks basic relevant knowledge base.

Referral Fail

32, 35, 38

Is able to choose appropriate procedures but lacks the ability to effectively implement or effectively implements inappropriate procedures. Is ineffective at evaluating effectiveness. Is unable to modify procedures/plans or does not respond to change - works with rules and unable to apply principles as guidelines. Lacks basic relevant knowledge base.

3rd

42, 45, 48

Implements basic physiotherapy treatment adequately but has difficulties with progression and modification. Needs considerable guidance in the application of principles. Shortfalls in linking theory with practice.

2:2

52, 55, 58

With guidance is able to implement basic but competent & appropriate physiotherapy treatment, advice or other appropriate strategies. With prompting makes on-going evaluation of effectiveness. With prompting modifies procedures/plans and responds to change. Is aware of principles but needs guidance in their application. Contributes some ideas from the literature. Sometimes able to justify.

2:1

62, 65, 68

With minimal guidance is able to implement basic but competent & appropriate physiotherapy treatment, advice or other appropriate strategies. Is able to justify decisions and often using an evidence base when appropriate. With some prompting makes on-going evaluation of effectiveness. With minimal prompting modifies procedures/plans and responds to change. With guidance can work with guidelines. Is aware of principles but needs guidance in their application. Makes links between theory and practice.

1st

72, 75, 78

Is consistently able to implement basic but competent & appropriate physiotherapy treatment, advice or other appropriate strategies. Consistently able to justify decisions using an appropriate evidence base. Makes on-going evaluation of effectiveness. Is able to modify procedures/plans and respond to change. Can work with guidelines as opposed to rules. Shows application of principles. Consistently contributes ideas from the literature.

1st

82, 85, 88

Is consistently able to implement comprehensive treatment, choosing from a range of options a strategy which is patient centred, fully justified and evidence based.

1st

92, 95, 100

Fluently implements a comprehensive management strategy based on clear understanding of the available evidence base and its applicability to the individual client.


V. Personal Development and Learning behaviour












V. Personal Development and Learning Behaviour This category includes:

Accepts responsibility for own behaviour. Is aware of the impact of own behaviour on others.

Ability to identify learning needs through a process of self -assessment and reflexive practice.

Takes responsibility for own learning by developing a dialogue with clinical educators.

Balance the needs of self with the demands on the clinical team.

Demonstrate the ability to learn from, with and support peers when appropriate. Learning Outcomes: By the end of the placement the student will be able to:


Begin to use self assessment and reflective skills to optimise learning.

Engage with self appraisal and reflective practice to direct personal and professional development.

Engage in an ongoing dialogue with self and clinical educator to maximise learning experiences and opportunities.


V. Personal Development and Learning Behaviour Assessment Criteria

Referral Fail

0, 15, 25

Does not accept responsibility for own learning. Is unable to analyse own strengths and weaknesses. Lack of insight into development needs. Lacks concern about personal development. Negative reaction to feedback. Afraid of exposing "inadequacies" and is defensive. Is unable to reflect, rather is descriptive when discussing a learning event.

Referral Fail

32, 35, 38

Tends to see others as responsible for his/her learning and is not proactive in maximising opportunities for experiential learning. Tends to drift along- is unable to analyse own strengths and weaknesses. Does not value or invite appraisal or guidance- may not ask for feedback. Limited response when given appraisal / guidance. Is able to identify own knowledge base but is unable to develop an action plan.

3rd

42, 45, 48

Needs considerable guidance in their learning. Difficulties in identifying strengths and weaknesses. Accepts appraisal and guidance but finds it difficult to reflect on it. Tendency to be descriptive rather than reflective. Does not go out of their way to seek new learning opportunities. Accepts constructive feedback.

2:2

52, 55, 58

Needs guidance with their learning. Not always clear about their strengths and weaknesses. Accepts appraisal and guidance. Reflects with considerable guidance but is able to start to analyse learning events. Learning contracts negotiated and appropriate Accepts new learning opportunities. Accepts constructive feedback.

2:1

62, 65, 68

Takes responsibility for their own learning and engages in opportunities for experiential learning. With minimal guidance identifies strengths and weaknesses. Utilises appraisal and guidance. Is able to analyse learning in relation to prior knowledge. Effectively reflects with guidance. Begins to link experience from other situations and placements. Does not mind being exposed to new learning opportunities. Takes constructive feedback well. Keen to negotiate learning opportunities.

1st

72, 75, 78

Consistently owns responsibility for their own learning and exploits the opportunities for experiential learning in the clinical setting. Consistently able to analyse own strengths and weaknesses and makes effective use of the learning contracts. Invites and values appraisal and guidance, balanced with an appropriate degree of independence. Is able to critically reflect on clinical practice. Positive and constructive use of feedback.

1st

82, 85, 88

Demonstrates proactive learning behaviour. Clearly able to identify learning needs through self appraisal and linked to previous experience. Able to critically evaluate and reflect on their examination, assessment, clinical reasoning and patient management skills and how their individual attitudes and values influence their decision making.

1st

92, 95, 100

Consistently demonstrates a high degree of autonomy when effectively using skills of self appraisal, evaluation and critical reflection to inform, direct and manage personal professional development and clinical practice.


6. Documentation of untoward events or concerns during

placement

Please use these sections to record any issues during placement which raise cause for

concern. Feedback around concerns relating to safe clinical practice or professional

behaviour is an essential part of the Clinical Educator’s role. Constructive formative

feedback in these areas can help the student recognise areas for development in order to

meet the required professional standards necessary for clinical practice.

All concerns need to be discussed between the student and educator, fully documented

below and raised with the University placement link as soon as is reasonably possible.

In the case of repeated events which raise cause for concern OR a significant single serious

concern about student conduct or safe clinical practice, the PE has the right to terminate the

placement and award a ‘fail’ result in discussion with the learner and the HEI (as per HEI

policy)

Failure of a placement due to safety or professional concerns will be recorded in the marking

summary Core Expectations section on page 2.

Professional behaviour concerns:


Please sign and date each entry.

Safety concerns:



Acknowledgement: We gratefully acknowledge that this placement assessment form

uses elements of the clinical assessment form developed by the physiotherapy

programme from the University of West of England, Bristol. In addition, it also

incorporates elements from the assessment form used by several universities in the

South East of England within the PPIMS Placement Management System.



















Marking summary:


/100


/100


/100


/100


/100


enter text.%




























Confirmations:

Half-way assessment






Final Assessment









Before placement

☐ Complete pre-placement


☐ Read pre-placement evaluation

to aid in planning of placement


☐ Complete learning

contract with clinical educator in the placement booklet



Half way ☐ Complete half way

reflections and confirmation in the placement booklet ☐ Complete weekly TMS

timesheets


feedback and confirmation in the placement booklet ☐ Ongoing- Verify placement

hours

End of placement

☐ Complete final reflections,

feedforward to subsequent practice





☐

After placement ☐ Submit 1. Placement booklet 2. Online TMS sheets

☐ Complete online

placement feedback





j) The student is adhering to Trust / departmental policies or procedures as outlined as part of the induction process.




students/




iv) The student has demonstrated safe clinical practice with no more than minimal prompting and has addressed any documented safety concerns (see section 5) in an appropriate manner demonstrating subsequent safe clinical practice.








ii) The student is adhering to Trust / departmental policies or procedures as outlined as part of the induction process.




students/












This should be completed by the student after the half-way and final assessment and signed

by the student and placement educator.

Learning Outcome 1

Half-way reflection








Learning Outcome 2

Half-way reflection








Learning Outcome 3

Half-way reflection









Learning Outcome 4

Half-way reflection








Learning Outcome 5

Half-way reflection









5. Record of placement marks and feedback













I. Interpersonal skills and Professional Behaviour


Communication Verbal, non-verbal, listening, questioning and teaching skills used with peers, patients, relatives, physiotherapists and the wider clinical team. This includes giving and receiving feedback from peers and clinicians.


















Interpersonal skills and Professional Behaviour Assessment Criteria

Referral

Fail

0, 15, 25

Communication skills are poor -

inadequate and/or unclear. Inability

to modify according to individual

requirement, professional group or

setting.

Is unable to relate to colleagues and/ or other

team members. Is unreliable. Unable to or

insufficient evidence of the ability to

demonstrate professional behaviour. Does

not respect the dignity of others.

Referral

Fail

32, 35,

38

Communication skills are inadequate

and often not adapted to the

appropriate circumstance. Limited

ability to overcome awkwardness or

over confidence.

Despite encouragement demonstrates limited

ability to relate to colleagues or team

members. Is not consistently reliable.

Inadequate evidence of ability to demonstrate

professional behaviour.

3rd

42, 45,

48

Communication skills are adequate,

and are usually adapted to individual

need or the appropriate

circumstance. Utilises limited non-

verbal skills. Impact of own

communication on others is not fully

recognised.

Needs encouragement to build relationship

within the department or team. Is reliable.

Usually carries out responsibilities but the

educator may have to check. Generally

demonstrates professional behaviour.

2:2

52, 55,

58

Communication skills are clear,

adequate, appropriate with evidence

of the ability to adapt to individuals

needs or situations. Is reliable and

trustworthy.

Is able to integrate within the department and

team most of the time. Is reliable and can

usually be trusted to carry out responsibilities.

Satisfactory evidence of ability to demonstrate


2:1

62, 65,

68

Communication skills are effective

with evidence of the ability to adapt to

individual needs, various professional

groups and settings.

Effectively integrates within the department

accepting professional responsibility for their

role. Is consistently reliable and can be

trusted to carry out responsibilities. Good

evidence of ability to demonstrate professional

behaviour in a range of situations.

1st

72, 75,

78

Communication skills are consistently

effective, with the ability to adapt with

sensitivity to the appropriate setting

and group. Listening skills are highly

developed. Communication

throughout a wider professional

group is maintained.

Able to integrate into and effectively utilise the

relationships within each multi-professional

team. Confident in demonstrating

professional behaviour, showing ability to be

flexible in approach. Gains the respect of

others and is respectful.

1st

82, 85,

88

Communication skills demonstrate

the ability to attain a highly

professional, therapeutic relationship

with clients. Excellent

communication demonstrated

consistently within the immediate and

multi-professional team.

Able to integrate into and be a respected

member of the team. Consistently

demonstrates professional behaviour to a high

level in practice situations.

1st

92, 95,

100

Exceptional ability to communicate

effectively. Wide ranging evidence to

support these skills.

Consistently demonstrates professional

behaviour to a high level in practice situations.

Demonstrates quick and fluent modification of

behaviour when required.


II. Organisation and Management skills Assessment Criteria

Referral Fail 0, 15, 25



Is not consistently punctual. Inadequate evidence shown of ability to manage time. Requires considerable guidance to prioritise workload and support in time management. Poor awareness of the organisational structure of the placement. Lacks awareness of issues of confidentiality, informed consent or legal requirements.

3rd 42, 45, 48

Is mostly punctual. Some evidence of ability to manage time effectively. Does not always ask for clarification if doubt exists and may display over- confidence. Limited awareness of the organisational structure of the placement. Requires prompting to make the most of opportunities and guidance to prioritise workload Demonstrates an awareness of issues of confidentiality, informed consent, legal requirements, policies and protocols that impact on patient management

2:2 52, 55, 58

Is punctual. Usually asks for clarification if doubt exists. Uses time effectively on many occasions and makes the most of many opportunities. Does require occasional prompting. Requires some guidance to prioritise workload. Clear awareness of the organisational structure of the placement. Gains informed consent, maintains confidentiality and has an awareness of legal requirements, policies and protocols.

2:1 62, 65, 68


1st 72, 75, 78


1st 82, 85, 88


1st 92, 95, 100





Unable to select or implement a basic, complete and appropriate assessment. Unsafe and / or ineffective. Does not demonstrate clinical reasoning. Unable to retrieve and document information appropriately. Inaccurate.


Is unable to select and/or implement basic examination procedures. May gain inaccurate data due to poor practical assessment skills. Is unable to analyse and interpret findings or develop an action plan. Limited use of clinical reasoning skills. Does not record findings appropriately. May demonstrate unsafe practice. Shows limited evidence of ability to retrieve and document information appropriately.

3rd 42, 45, 48

Following frequent observation and guidance is able to select and implement basic examination procedures. Assessment skills are generally implemented appropriately giving accurate findings. Is usually able to analyse and interpret findings but finds it difficult to synthesise this into an action plan. Clinical reasoning skills need some support. Is safe. Usually records findings appropriately but needs some guidance. Demonstrates evidence that skills in retrieval and documentation of information are sound.

2:2 52, 55, 58

Following observation and some guidance is able to select and implement basic examination procedures. Is usually able to analyse and interpret findings and begins to synthesise an action plan. Shows clinical reasoning skills but requires occasional guidance. Is safe. Usually records findings appropriately but needs occasional guidance. Clear evidence of competent retrieval of information and documentation demonstrated.

2:1 62, 65, 68

Following observation is consistently able to select and implement basic examination procedures. Is able to analyse and interpret findings and synthesise an action plan. Generally demonstrates clinical reasoning skills. Consistently safe in examining patients, is considerate of their needs and modifies assessment accordingly. Records findings appropriately. Demonstrates retrieval of information and documentation of information to a good standard.

1st 72, 75, 78

Is consistently able to select and implement examination procedures. Is consistently able to analyse and interpret findings and synthesise an action plan. Demonstrates clinical reasoning skills. Is consistently safe in examining patients, is considerate of their needs. Is able to modify the assessment according to individual need and clinical presentation. Able to retrieve and analyse information consistently well using all available sources. Notation is succinct, well organised, legible and timely.

1st 82, 85, 88

Is consistently able to select and implement assessment procedures for routine and more complex clients. Is consistently able to analyse and interpret findings and synthesise an action plan. Demonstrates good clinical reasoning skills. Is consistently safe in examining patients and is considerate of their needs. Demonstrates excellent recording, retrieval and analysis of information. Skills in documentation are succinct, well organised, legible and timely.

1st 92, 95, 100








3rd 42, 45, 48

Implements basic physiotherapy treatment adequately but has difficulties with progression and modification. Needs guidance in the application of principles. Shortfalls in linking theory with practice. Not always aware of/ responsive to change. Sometimes able to justify

2:2 52, 55, 58

With some guidance is able to implement basic but competent & appropriate physiotherapy treatment, advice or other appropriate strategies. With prompting makes on-going evaluation of effectiveness. With some prompting modifies procedures/plans and responds to change. Is aware of principles but needs guidance in their application. Contributes some ideas from the literature. Usually able to justify.

2:1 62, 65, 68

With minimal guidance is able to implement basic but competent & appropriate physiotherapy treatment, advice or other appropriate strategies. Is able to justify decisions using an evidence base when appropriate. With some prompting makes on-going evaluation of effectiveness. With minimal prompting modifies procedures/plans and responds to change. With guidance can work with guidelines. Is aware of principles but needs guidance in their application. Makes links between theory and practice.

1st 72, 75, 78


1st 82, 85, 88


1st 92, 95, 100










Begin to use self-assessment and reflective skills to optimise learning.

Engage with self-appraisal and reflective practice to direct personal and professional development.








3rd 42, 45, 48

Needs guidance in their learning. Difficulties in identifying strengths and weaknesses. Accepts appraisal and guidance but finds it difficult to reflect and act on it. Tendency to be descriptive rather than reflective. Does not go out of their way to seek new learning opportunities. Accepts and demonstrates an appropriate response to constructive feedback.

2:2 52, 55, 58

Needs some guidance with their learning. Not always clear about their strengths and weaknesses. Accepts appraisal and guidance. Reflects with considerable guidance but is able to start to analyse learning events. Learning contracts negotiated and appropriate Accepts new learning opportunities. Demonstrates positive response to constructive feedback.

2:1 62, 65, 68

Takes responsibility for their own learning and engages in opportunities for experiential learning. With minimal guidance identifies strengths and weaknesses. Utilises appraisal and guidance. Is able to analyse learning in relation to prior knowledge. Effectively reflects with guidance. Begins to link experience from other situations and placements. Does not mind being exposed to new learning opportunities. Positive and constructive use of feedback. Keen to negotiate learning opportunities.

1st 72, 75, 78

Consistently owns responsibility for their own learning and exploits the opportunities for experiential learning in the clinical setting. Consistently able to analyse own strengths and weaknesses and makes effective use of the learning contracts. Invites and values appraisal and guidance, balanced with an appropriate degree of independence. Is able to critically reflect on clinical practice. Feedback integrated into development of practice.

1st 82, 85, 88


1st 92, 95, 100




placement











policy)






Safety concerns:


























Marking summary:


/100


/100


/100


/100


/100


enter text.%




























Confirmations:

Half-way assessment






Final Assessment





















timesheets

☐ Complete half way marks, feedback


☐ Ongoing- Verify placement hours







☐

After placement ☐ Submit

1. Placement booklet

2. Online TMS sheets


feedback









students/














Learning Outcome 1

Half-way reflection








Learning Outcome 2

Half-way reflection








Learning Outcome 3

Half-way reflection









Learning Outcome 4

Half-way reflection








Learning Outcome 5

Half-way reflection









5. Record of Placement Marks and Feedback













I. Interpersonal skills and Professional Behaviour Assessment Criteria

Referral

Fail

0, 15, 25

Communication skills are very poor –

inadequate, ineffective and/or unclear.

Unable to modify according to

individual requirement, professional

group or setting.

Is unable to relate to colleagues and/ or other team

members. Unable to or insufficient evidence of the

ability to demonstrate professional behaviour. Is

unreliable and/or untrustworthy. Does not respect

individual physical, psychological and cultural

needs.

Referral

Fail

32, 35,

38


ineffective and/or unclear.

Communication is often not adapted

to the individual requirement or

professional group or setting.

Demonstrates limited use of non-

verbal skills. Limited ability to

overcome awkwardness or over

confidence.


ability to relate to colleagues or team members.


professional behaviour. Is not consistently reliable

and/or trustworthy. Does not consistently respect

individual physical, psychological and cultural

needs.

3rd

42, 45,

48


and acceptable. These are adapted to

the individual requirement and / or


Is aware of the impact of own

communication on others.

Needs encouragement but is able to build

appropriate relationships with colleagues and the

department or team.

Satisfactory evidence of the ability to demonstrate

professional behaviour. Is reliable and trustworthy.

Consistently respects individual physical and/or

psychological and cultural needs.

2:2

52, 55,

58

Communication skills are good - clear,

effective and appropriate.

Evidence of the ability to adapt to

individual requirement and

professional group and/or setting.

Is able to integrate within the department and team

most of the time. Good evidence of ability to

demonstrate professional behaviour in a range of

situations.

Is reliable, trustworthy and consistently carries out

responsibilities. Consistently respects individual

physical and/or psychological and cultural needs.

2:1

62, 65,

68

Communication skills are very good.


individual requirements, various

professional groups and settings.

Effectively integrates within the wider team.

Accepts professional responsibility for their role.

Consistent evidence of ability to demonstrate

professional behaviour in a range of situations.



physical, psychological & cultural needs.

1st

72, 75,

78

Communication skills are excellent.

Consistently effective, with the ability

to adapt sensitively to the individual,

setting and group. Listening skills are

highly developed. Communication

throughout a wider professional group

is maintained.


relationships within each multi-professional team.

Wide ranging evidence supporting the ability to

confidently demonstrate flexible professional

behaviour.

Gains the respect of others and is respectful.

1st

Communication skills demonstrate the

ability to attain a highly professional,

Able to integrate into and be a respected member

of the multi-professional team.


82, 85,

88

therapeutic relationship with clients.

Excellent communication

demonstrated consistently within the

immediate and multi-professional

team.

Consistently demonstrates professional behaviour

to a high level in practice situations.

1st

92, 95,

100


effectively even in challenging

situations.

Utilises the full range of

communication skills with wide

ranging evidence to support their use.

Consistently demonstrates professional behaviour

to a high level in practice situations.


behaviour when required. Contributes to effective

team working.














Referral Fail

0, 15, 25

Ineffective in time management. Unable to manage allocated workload despite considerable guidance. Wastes time and opportunities. Frequently fails to carry out tasks or report back on difficulties. Is not punctual and is unaffected by the repercussions and consequences for others. Unable to prioritise workload despite considerable guidance. Shows a disregard for or is unaware of the need to gain informed consent or maintain confidentiality. Poor awareness of the organisational structure of the placement. Does not accept responsibility for the care of their patients.

Referral Fail

32, 35, 38

Inadequate evidence shown of ability to manage time. Does not always ask for clarification if doubt exists and / or may display over- confidence. Regularly requires guidance to manage and prioritise allocated workload. Prompting required to make use of opportunities. Is not punctual. Demonstrates a basic awareness of issues of confidentiality, informed consent etc that impact on patient management. Limited awareness of the organisational structure of the placement. Does not consistently accept responsibility for the care of their patients.

3rd

42, 45, 48

Shows evidence of ability to manage time effectively. Usually asks for clarification if doubt exists. Appropriate time management of individual patient interactions. Requires occasional guidance to prioritise workload. Only makes the most of some opportunities. Is consistently punctual. Consistently gains informed consent, maintains confidentiality and has an awareness of legal requirements, policies and protocols. Clear awareness of and some involvement in the organisational structure of the placement. Accepts responsibility for the care of designated patients.

2:2

52, 55, 58

Good evidence of the ability to organise and manage time effectively. Asks for clarification if doubt exists. Good time management of individual patient interactions. Requires minimal guidance to prioritise workload. Uses time effectively on many occasions and makes the most of many opportunities. Takes responsibility for own punctuality and time keeping. Integrates issues of confidentiality, informed consent etc into daily practice. Aware of their significance. Clear awareness of and involvement in the organisation and structure of the placement. Accepts responsibility for the care of designated patients with awareness of the demands on clients and of the needs of other professional groups.

2:1

62, 65, 68

Very good evidence of the ability to organise and manage time effectively. Asks for clarification if doubt exists. Very good use of individual patient interactions – maximising effectiveness through flexibility and best use of time available. Able to prioritise workload effectively with support rather than guidance. Makes the most of most opportunities. Integrates and understands issues of confidentiality, informed consent etc in daily practice. Discusses the structure and organisation of the placement. Engaged with the care of designated patients, aware of the demands on clients and of the needs of other professional groups.

1st

72, 75, 78

Excellent evidence of the ability to organise and manage time effectively. Always asks for clarification if doubt exists. Uses own initiative appropriately. Consistently able to prioritise workload and manages time effectively taking into consideration the needs of the client and the multi-professional team. Responds well to change, and makes full use of all opportunities. Functions within appropriate legal framework consistently, demonstrating sensitivity to ethical issues which may arise. Positively influences the placement structure and organisation.

1st

82, 85, 88

Always asks for clarification if doubt exists. Uses own initiative appropriately. Uses time to maximum effectiveness and makes the most of opportunities. Is flexible and responsive when negotiating placement structure and organisation. Shows considerable insight and understanding regarding legal requirements, ethical issues. Understands the overall demands on the team and the impact of achieving their workload on others.

1st

92, 95,100

Is highly organised and responsive to change. Demonstrates ability to manage time effectively, at times multi–tasks with ease. Shows considerable insight and understanding regarding legal requirements and ethical issues. Makes full use of all opportunities and is clearly involved in placement and workload management.


III. Client examination and Assessment




















Referral

Fail

0, 15, 25

Unable to select or implement a basic, complete and appropriate assessment. Is

unable to analyse and interpret findings or develop an action plan. Unsafe and/or

ineffective. Does not use clinical reasoning skills. Unable to retrieve and document

information accurately and/or appropriately.

Referral

Fail

32, 35, 38

Needs frequent observation and considerable guidance to be able to select and

implement basic examination procedures. May gain inaccurate data due to poor

practical assessment skills. Clinical reasoning skills need considerable support. May

demonstrate unsafe practice. Insufficient evidence of ability to consistently retrieve

and document information appropriately.

3rd

42, 45, 48

Is consistently safe in examining patients. Assessment skills are generally selected

and implemented appropriately giving accurate findings. Is usually able to analyse

and interpret findings but finds it difficult to synthesise this into an action plan.

Demonstrates basic clinical reasoning skills. Records findings appropriately but

needs some guidance. Demonstrates evidence that skills in retrieval of information

are sound.

2:2

52, 55, 58

Assessment skills are selected and implemented effectively. Is able to analyse,

interpret findings and synthesise an action plan. Demonstrates good clinical

reasoning skills. Clear evidence of competent retrieval of information and

documentation demonstrated.

2:1

62, 65, 68

Is consistently able to select and implement appropriate examination procedures. Is

able to analyse, interpret findings and synthesise an action plan adapted to individual

requirements. Demonstrates very good clinical reasoning skills. Demonstrates

retrieval of information from a range of sources. Documentation of information to a

very good standard.

1st

72, 75, 78

Is consistently able to select, modify and implement examination procedures with

increasingly complex patients. Is able to analyse, interpret findings and synthesise an

action plan sensitively adapted to individual requirements. Demonstrates excellent

clinical reasoning skills. Is able to consistently modify the assessment according to

individual need and a range of clinical presentations. Able to retrieve and analyse

information consistently well using all available sources. Notation is succinct, well

organised, legible and timely.

1st

82, 85, 88

Is consistently able to select, modify and implement assessment procedures for

routine and more complex clients. Is consistently able to analyse and interpret

findings and synthesise an action plan. Is able to sensitively modify the assessment

according to individual need and a range of clinical presentations. Demonstrates

excellent clinical reasoning skills. Demonstrates excellent retrieval and analysis of

information. Skills in documentation are succinct, well organised, legible and

timely.

1st

92, 95,

100

Consistently able to undertake complex assessments, analyse and prioritise data

while fully involving the client in their management programme. Able to adapt input

in response to unpredictable situations. Demonstrates outstanding ability to attain,

retrieve and analyse appropriate information. Documentation consistently succinct,

legible, concise and timely. Adoption of a patient centred approach with multi-

professional involvement.



Referral Fail

0, 15, 25

Unable to implement competent physiotherapy practice or implements

inappropriate procedures. Is ineffective and / or unsafe. Does not evaluate

effectiveness. Lacks basic relevant knowledge base. No awareness of discharge

procedures.

Referral

Fail

32, 35, 38

Is able to choose appropriate procedures but lacks the ability to effectively

implement, or, implements inappropriate procedures. Is ineffective at evaluating

practice. Is unable to modify procedures/plans or does not respond to change -

works with rules and unable to apply principles as guidelines. Little awareness of

discharge procedures.

3rd

42, 45, 48

Is able to implement basic but competent and appropriate physiotherapy

treatment, advice or other appropriate strategies with minimal guidance. With

occasional prompting makes on-going evaluation of effectiveness.

Demonstrates progression and modification of treatment with guidance. Needs

some guidance in the application of principles. Shows evidence of linking theory

with practice and able to justify decisions. Able to discuss and implement

appropriate discharge procedures. Demonstrates an understanding of the need to

practise safely and effectively within their scope of practice.

2:2

52, 55, 58

Is able to implement competent and appropriate physiotherapy treatment. Usually

able to make an on-going evaluation of effectiveness and to respond to change.

With minimal prompting modifies procedures/plans. Is aware of principles but

occasionally needs to seek guidance in their application. Contributes ideas from

the literature to justify decisions. Clear evidence of linking theory with practice.

Discharge procedures planned for and integrated into management programme

with some guidance.

2:1

62, 65, 68

Is able to implement and modify competent and appropriate physiotherapy

treatment, advice or other appropriate strategies. Is able to appraise and

appropriately apply an evidence base. Routinely makes on-going evaluation of

effectiveness. Discharge procedures planned for and integrated into

management programme.

1st

72, 75, 78

Is able to selectively implement competent and appropriate physiotherapy

treatment, advice or other appropriate strategies. Consistently able to justify

decisions using an appropriate evidence base. Makes on-going evaluation of

effectiveness. Is able to modify procedures/plans and respond to change.

Consistently contributes ideas from the literature.

1st

82, 85, 88

Is consistently able to implement comprehensive treatment, choosing from a

range of options a strategy which is patient centred, fully justified and evidence

based.

1st

92, 95, 100

Fluently implements a comprehensive management strategy based on clear

understanding of the available evidence base and its applicability to the

individual situation and patient. Fully involves patients and all appropriate

services throughout course of treatment with their discharge.



Referral

Fail

0, 15, 25

Does not accept responsibility for own learning. Is unable to analyse own strengths

and weaknesses. Lack of insight into development needs. Lacks concern about

personal development. Negative reaction to, and does not invite feedback. Afraid of

exposing "inadequacies" and is defensive. Is unable to reflect, rather is descriptive

when discussing a learning event.

Referral

Fail

32, 35, 38

Takes some responsibility for his/her learning but is not proactive in maximising

opportunities for experiential learning. Tends to drift along. Difficulties in identifying

strengths and weaknesses. Does not invite appraisal or guidance and limited

response demonstrated when given feedback. Is able to identify own knowledge

base but is unable to develop an action plan.

3rd

42, 45, 48

Takes responsibility for their own learning. Generally able to identify own strengths

and weaknesses. Invites and accepts appraisal, guidance and constructive

feedback, and demonstrates a positive response. Reflects with guidance and is able

to analyse learning events. Accepts new learning opportunities.

2:2

52, 55, 58

Discusses learning needs, appropriately linking experiences from other situations

and placements. Accepts appraisal and guidance. Learning contracts negotiated

and appropriate. Engages appropriately with new learning opportunities. Positive

and constructive use of feedback to inform ongoing development

2:1

62, 65, 68

Seeks appropriate guidance in developing their learning. Engages in and seeks

opportunities for experiential learning. Able to identify their own strengths and

weaknesses. Utilises appraisal and guidance effectively. Is able to analyse learning

in relation to prior knowledge. Effectively reflects and links experience from other

situations and placements. Keen to negotiate learning opportunities.

1st

72, 75, 78

Consistently able to analyse own strengths and weaknesses and makes effective

use of the learning contract to direct their own learning. Invites and values appraisal,

balanced with an appropriate degree of independence. Is able to critically reflect on

clinical practice. Feedback integrated into development of practice. Actively seeks

learning opportunities.

1st

82, 85, 88

Demonstrates proactive learning behaviour. Clearly able to identify learning

needs through self appraisal linked to previous experience. Able to critically

evaluate and reflect on their examination, assessment, clinical reasoning and

patient management skills and how their individual attitudes and values influence

their decision making.

1st

92, 95,

100

Consistently demonstrates a high degree of autonomy when effectively using skills

of self appraisal, evaluation and critical reflection to inform, direct and manage

personal professional development and clinical practice.



placement











policy)






Safety concerns:


























Marking summary:


/100


/100


/100


/100


/100


enter text.%




























Confirmations:

Half-way assessment






Final Assessment





















timesheets

☐ Complete half way marks, feedback


☐ Ongoing- Verify placement hours







☐

After placement ☐ Submit

3. Placement booklet

4. Online TMS sheets


feedback





j) The student is adhering to Trust / departmental policies or procedures as outlined as part of the induction process.




students/












ii) The student is adhering to Trust / departmental policies or procedures as outlined as part of the induction process.




students/














Learning Outcome 1

Half-way reflection








Learning Outcome 2

Half-way reflection








Learning Outcome 3

Half-way reflection









Learning Outcome 4

Half-way reflection








Learning Outcome 5

Half-way reflection









5. Record of Placement Marks and Feedback













Learning Outcomes and Marking Criteria






















Referral Fail

0, 15, 25

Communication skills are very poor –inadequate, ineffective and/or unclear. Unable to modify according to individual requirement, professional group or setting.

Is unable to relate to colleagues and/ or other team members. Unable to or insufficient evidence of the ability to demonstrate professional behaviour. Is unreliable and/or untrustworthy. Does not respect individual physical, psychological and cultural needs.

Referral Fail

32, 35, 38

Communication skills are poor - ineffective and/or unclear. Communication is often not adapted to the individual requirement or professional group or setting. Demonstrates limited use of non-verbal skills. Limited ability to overcome awkwardness or over confidence.

Despite encouragement demonstrates limited ability to relate to colleagues or team members. Inadequate evidence of ability to demonstrate professional behaviour. Is not consistently reliable and/or trustworthy. Does not consistently respect individual physical, psychological and cultural needs.

3rd

42, 45, 48

Communication skills are effective and acceptable. These are adapted to the individual requirement and / or professional group or setting. Is aware of the impact of own communication on others.

Needs encouragement but is able to build appropriate relationships with colleagues and the department or team. Satisfactory evidence of the ability to demonstrate professional behaviour. Is reliable and trustworthy. Consistently respects individual physical and/or psychological and cultural needs.

2:2

52, 55, 58

Communication skills are good - clear, effective and appropriate. Evidence of the ability to adapt to individual requirement and professional group and/or setting.

Is able to integrate within the department and team most of the time. Good evidence of ability to demonstrate professional behaviour in a range of situations. Is reliable, trustworthy and consistently carries out responsibilities. Consistently respects individual physical and/or psychological and cultural needs.

2:1

62, 65, 68

Communication skills are very good. Evidence of the ability to adapt to individual requirements, various professional groups and settings.

Effectively integrates within the wider team. Accepts professional responsibility for their role. Consistent evidence of ability to demonstrate professional behaviour in a range of situations. Is reliable, trustworthy and consistently carries out responsibilities. Consistently respects individual physical, psychological & cultural needs.

1st

72, 75, 78

Communication skills are excellent. Consistently effective, with the ability to adapt sensitively to the individual, setting and group. Listening skills are highly developed. Communication throughout a wider professional group is maintained.

Able to integrate into and effectively utilise the relationships within each multi-professional team. Wide ranging evidence supporting the ability to confidently demonstrate flexible professional behaviour. Gains the respect of others and is respectful.

1st

82, 85, 88


Able to integrate into and be a respected member of the multi-professional team. Consistently demonstrates professional behaviour to a high level in practice situations.

1st

92, 95, 100

Exceptional ability to communicate effectively even in challenging situations. Utilises the full range of communication skills with wide ranging evidence to support their use.

Consistently demonstrates professional behaviour to a high level in practice situations. Demonstrates quick and fluent modification of behaviour when required. Contributes to effective team working.



II. Organisation and Management skills Assessment Criteria Referral

Fail

0, 15, 25


Referral Fail

32, 35, 38


3rd

42, 45, 48

Shows evidence of ability to manage time effectively. Always asks for clarification if doubt exists. Appropriate time management of individual patient interactions. Requires occasional guidance to prioritise workload. Only makes the most of some opportunities. Is consistently punctual. Consistently gains informed consent, maintains confidentiality and has an awareness of legal requirements, policies and protocols. Clear awareness of and some involvement in the organisational structure of the placement. Accepts responsibility for the care of designated patients.

2:2

52, 55, 58


2:1

62, 65, 68


1st

72, 75, 78


1st

82, 85, 88


1st

92, 95, 100

Is highly organised and responsive to change. Demonstrates ability to manage time effectively, at times multi – tasks with ease. Shows considerable insight and understanding regarding legal requirements and ethical issues. Makes full use of all opportunities and is clearly involved in placement and workload management.


III. Client examination and Assessment Criteria Referral

Fail

0, 15, 25





Referral

Fail

32, 35, 38






3rd

42, 45, 48

Is consistently safe in examining patients. Assessment skills are normally selected

and implemented appropriately giving accurate findings. Is able to analyse and

interpret findings into an action plan. Consistently demonstrates basic clinical

reasoning skills. Records findings appropriately but needs some guidance.

Demonstrates evidence that skills in retrieval of information are sound.

2:2

52, 55, 58


interpret findings and synthesise an action plan. Demonstrates good clinical reasoning

skills. Clear evidence of competent retrieval of information and documentation

demonstrated.

2:1

62, 65, 68





very good standard.

1st

72, 75, 78








1st

82, 85, 88







timely.

1st

92, 95,

100








IV Implementation of Physiotherapy Practice Assessment Criteria Referral Fail

0, 15, 25




procedures.

Referral

Fail

32, 35, 38





discharge procedures. Demonstrates unsafe practice or works outside of their

scope of practice

3rd

42, 45, 48


treatment, advice or other appropriate strategies independently. Makes on-going

evaluation of effectiveness without prompting. Demonstrates progression and

modification of treatment. Needs some guidance in the application of

new/complex principles. Shows evidence of linking theory with practice and able

to consistently justify decisions. Able to discuss and implement appropriate

discharge procedures. Demonstrates safe and effective practice within their scope

of practice.

2:2

52, 55, 58

Is able to implement competent and appropriate physiotherapy treatment. Able to

make an on-going evaluation of effectiveness and to respond to change. Modifies

procedures/plans. Is aware of principles but occasionally needs to seek guidance

in their application. Contributes ideas from the literature to justify decisions. Clear

evidence of linking theory with practice. Discharge procedures planned for and

integrated into management programme with some guidance.

2:1

62, 65, 68






1st

72, 75, 78






1st

82, 85, 88



based.

1st

92, 95, 100







Referral

Fail

0, 15, 25






Referral

Fail

32, 35, 38




response demonstrated when given feedback. Does not demonstrate ability to use

feedback to inform on-going development. Is able to identify own knowledge base

but is unable to develop an action plan.

3rd

42, 45, 48


and weaknesses. Invites and accepts appraisal, guidance and constructive feedback,

and demonstrates a positive response. Reflects with guidance and is able to analyse

learning events. Accepts new learning opportunities.

2:2

52, 55, 58

Discusses learning needs, appropriately linking experiences from other situations and

placements. Accepts appraisal and guidance. Learning contracts negotiated and

appropriate. Engages appropriately with new learning opportunities. Positive and

constructive use of feedback to inform ongoing development

2:1

62, 65, 68






1st

72, 75, 78

Consistently able to analyse own strengths and weaknesses and makes effective use

of the learning contract to direct their own learning. Invites and values appraisal,




1st

82, 85, 88

Demonstrates proactive learning behaviour. Clearly able to identify learning needs

through self-appraisal linked to previous experience. Able to critically evaluate and

reflect on their examination, assessment, clinical reasoning and patient

management skills and how their individual attitudes and values influence their

decision making.

1st

92, 95,

100


of self-appraisal, evaluation and critical reflection to inform, direct and manage




placement











policy)






Safety concerns:









Appendix 2 – Placement Assessment Guidelines

Faculty of Health: Medicine, Dentistry

and Human Sciences

BSc (Hons)

Physiotherapy

Placement Assessment Guidelines: Year One (PHY 115)

Revised Sept 2019


Placement Assessment Guidelines – Year 1

The performance of the student on clinical placement is assessed by a clinical educator with the support and guidance of a visiting tutor from the university. There are five areas of practice that will be assessed. These are:

I. Interpersonal skills and professional behaviour II. Organisation and management skills III. Patient/client assessment and examination IV. Implementation of physiotherapy practice V. Personal Development and Learning behaviour

These areas are the same for each year on the programme but the learning outcomes and marking criteria will differ between levels. This booklet contains the learning outcomes and marking criteria for year 1 and is therefore only used for students at that level. The clinical educator awards a mark within the band, which best reflects the achievement of the student. The assessment system calls for a midway assessment that is formally recorded on the assessment form. The final summative assessment is the completion of the form on the penultimate or final day of the placement. All clinical placement assessments are marked with a grade between 0 and 100. Year 2 and year 3 clinical placements contribute to the overall degree classification of the student. You will note from the list below that not all grades within the 0-100 band can be used in the student assessment. The grading bands of the marks are awarded as follows and are reflective of the degree classifications:


62, 65, 68%: 2:1 /very good

52, 55, 58%: 2:2/ good


0, 5, 15, 25, 32, 35, 38%: refer/fail

A learning contract is included in this booklet. The student and the clinical educator should use this to identify the learning needs of the student and monitor the achievement of these during the clinical placement. In addition; In order to pass a placement the student must meet core expectations related to Professional Behaviour and Safe Clinical practice. As part of the final assessment the Clinical Educator is required to sign-off a student to confirm they have met Professional and HCPC requirements related to professional conduct and safe clinical practice during the placement period. Failure to meet these core expectations will over-ride the placement assessment marks and a mark of zero (0) will be awarded. All students on this programme need to complete a minimum of 1000 clinical hours; therefore, the clinical hours are formally recorded within this booklet and as part of the online Time Management System (TMS).


Process: Students will send an electronic copy of the assessment booklet to the educator prior to the start of the placement period. Both the student and the clinical educator will complete sections of this booklet as appropriate. At the end of the placement and after all sections have been completed the educator will retain a photocopy of this assessment form and get

the student to return the form to the university. The student should also keep a copy for their own records.


I. Interpersonal Skills and Professional Behaviour Assessment Criteria

Referral Fail

0, 15, 25

Communication skills are poor -inadequate and/or unclear. Inability to modify according to individual requirement, professional group or setting.

Is unable to relate to colleagues and/ or other team members. Is unreliable. Unable to or insufficient evidence of the ability to demonstrate professional behaviour. Does not respect the dignity of others.

Referral Fail

32, 35, 38

Communication skills are inadequate and often not adapted to the appropriate circumstance. Limited ability to overcome awkwardness or over confidence.

Despite encouragement demonstrates limited ability to relate to colleagues or team members. Is not consistently reliable. Inadequate evidence of ability to demonstrate professional behaviour.

3rd

42, 45, 48

Communication skills are adequate. At times these are adapted to individual need or the appropriate circumstance. Limited use of non-verbal skills. Impact of own communication on others is not fully recognised.

Needs encouragement to build relationship within the department or team. Is mostly reliable. Usually carries out responsibilities but the educator may have to check. Generally demonstrates professional behaviour.

2:2

52, 55, 58

Communication skills are clear, adequate, appropriate with evidence of the ability to adapt to individuals needs or situations. Is reliable and trustworthy.

Is able to integrate within the department and team most of the time. Is mostly reliable and can usually be trusted to carry out responsibilities. Satisfactory evidence of ability to demonstrate professional behaviour.

2:1

62, 65, 68

Communication skills are effective with evidence of the ability to adapt to individual needs, various professional groups and settings.

Effectively integrates within the department accepting professional responsibility for their role. Is consistently reliable and can be trusted to carry out responsibilities. Good evidence of ability to demonstrate professional behaviour in a range of situations.

1st

72, 75, 78

Communication skills are consistently effective, with the ability to adapt with sensitivity to the appropriate setting and group. Listening skills are highly developed. Communication throughout a wider professional group is maintained.

Able to integrate into and effectively utilise the relationships within each multi-professional team. Confident in demonstrating professional behaviour, showing ability to be flexible in approach. Gains the respect of others and is respectful.

1st

82, 85, 88


Able to integrate into and be a respected member of the team. Consistently demonstrates professional behaviour to a high level in practice situations.

1st

92, 95, 100

Exceptional ability to communicate effectively. Wide ranging evidence to support these skills.

Consistently demonstrates professional behaviour to a high level in practice situations. Demonstrates quick and fluent modification of behaviour when required.


II. Organisation and Management Skills Assessment Criteria

Referral Fail

0, 15, 25


Referral Fail

32, 35, 38

Is not consistently punctual. Inadequate evidence shown of ability to manage time. Requires considerable guidance to prioritise workload and support in time management. Poor awareness of the organisational structure of the placement. Is unaware of issues of confidentiality, informed consent or legal requirements.

3rd

42, 45, 48

Is mostly punctual. Some evidence of ability to manage time effectively. Does not always ask for clarification if doubt exists and may display over- confidence. Requires prompting. Only makes the most of some opportunities. Limited awareness of the organisational structure of the placement. Demonstrates a basic awareness of issues of confidentiality, informed consent, legal requirements, policies and protocols that impact on patient management .

2:2

52, 55, 58

Is mostly punctual. Usually asks for clarification if doubt exists. Uses time effectively on many occasions and makes the most of many opportunities. Does require occasional prompting. Requires some guidance to prioritise workload. Clear awareness of the organisational structure of the placement. Gains informed consent, maintains confidentiality and has an awareness of legal requirements, policies and protocols.

2:1

62, 65, 68


1st

72, 75, 78


1st

82, 85, 88


1st

92, 95, 100




Referral Fail

0, 15, 25

Unable to select or implement a basic, complete and appropriate assessment. Unsafe and / or ineffective. Unable to retrieve and document information appropriately. Inaccurate.

Referral Fail

32, 35, 38

Is unable to select or implement basic examination procedures. May gain inaccurate data due to poor practical assessment skills. Is unable to analyse and interpret findings or develop an action plan. Does not use clinical reasoning skills. Does not record findings appropriately. May demonstrate unsafe practice. Shows limited evidence of ability to retrieve and document information appropriately.

3rd

42, 45, 48

Following frequent observation and considerable guidance is able to select and implement basic examination procedures. Assessment skills are generally implemented appropriately giving accurate findings. Is usually able to analyse and interpret findings but finds it difficult to synthesise this into an action plan. Clinical reasoning skills need considerable support. Is safe. Usually records findings appropriately but needs considerable guidance. Demonstrates some evidence that skills in retrieval and documentation of information are sound.

2:2

52, 55, 58

Following observation and guidance is usually able to select and implement basic examination procedures. Is usually able to analyse and interpret findings and begins to synthesise an action plan. Shows some basic clinical reasoning skills but requires guidance. Is safe. Usually records findings appropriately but needs some guidance. Clear evidence of competent retrieval of information and documentation demonstrated.

2:1

62, 65, 68

Following observation is consistently able to select and implement basic examination procedures. Is able to analyse and interpret findings and synthesise an action plan. Shows some basic clinical reasoning skills. Consistently safe in examining patients, is considerate of their needs and modifies assessment accordingly. Usually records findings appropriately. Demonstrates retrieval of information and documentation of information to a good standard.

1st

72, 75, 78

Is consistently able to select and implement examination procedures. Is consistently able to analyse and interpret findings and synthesise an action plan. Demonstrates clinical reasoning skills. Is consistently safe in examining patients, is considerate of their needs. Is able to modify the assessment according to individual need and clinical presentation. Able to retrieve and analyse information consistently well using all available sources. Notation is usually succinct, well organised, legible and timely.

1st

82, 85, 88

Is consistently able to select and implement assessment procedures for routine and more complex clients. Is consistently able to analyse and interpret findings and synthesise an action plan. Demonstrates good clinical reasoning skills. Is consistently safe in examining patients and is considerate of their needs. Records findings appropriately. Demonstrates excellent retrieval and analysis of information. Skills in documentation are succinct, well organised, legible and timely.

1st

92, 95, 100




Referral Fail

0, 15, 25


Referral Fail

32, 35, 38


3rd

42, 45, 48

Implements basic physiotherapy treatment adequately but has difficulties with progression and modification. Needs considerable guidance in the application of principles. Shortfalls in linking theory with practice.

2:2

52, 55, 58

With guidance is able to implement basic but competent & appropriate physiotherapy treatment, advice or other appropriate strategies. With prompting makes on-going evaluation of effectiveness. With prompting modifies procedures/plans and responds to change. Is aware of principles but needs guidance in their application. Contributes some ideas from the literature. Sometimes able to justify.

2:1

62, 65, 68

With minimal guidance is able to implement basic but competent & appropriate physiotherapy treatment, advice or other appropriate strategies. Is able to justify decisions and often using an evidence base when appropriate. With some prompting makes on-going evaluation of effectiveness. With minimal prompting modifies procedures/plans and responds to change. With guidance can work with guidelines. Is aware of principles but needs guidance in their application. Makes links between theory and practice.

1st

72, 75, 78


1st

82, 85, 88


1st

92, 95, 100










Begin to use self assessment and reflective skills to optimise learning.

Engage with self appraisal and reflective practice to direct personal and professional development.




Referral Fail

0, 15, 25


Referral Fail

32, 35, 38


3rd

42, 45, 48

Needs considerable guidance in their learning. Difficulties in identifying strengths and weaknesses. Accepts appraisal and guidance but finds it difficult to reflect on it. Tendency to be descriptive rather than reflective. Does not go out of their way to seek new learning opportunities. Accepts constructive feedback.

2:2

52, 55, 58

Needs guidance with their learning. Not always clear about their strengths and weaknesses. Accepts appraisal and guidance. Reflects with considerable guidance but is able to start to analyse learning events. Learning contracts negotiated and appropriate Accepts new learning opportunities. Accepts constructive feedback.

2:1

62, 65, 68

Takes responsibility for their own learning and engages in opportunities for experiential learning. With minimal guidance identifies strengths and weaknesses. Utilises appraisal and guidance. Is able to analyse learning in relation to prior knowledge. Effectively reflects with guidance. Begins to link experience from other situations and placements. Does not mind being exposed to new learning opportunities. Takes constructive feedback well. Keen to negotiate learning opportunities.

1st

72, 75, 78

Consistently owns responsibility for their own learning and exploits the opportunities for experiential learning in the clinical setting. Consistently able to analyse own strengths and weaknesses and makes effective use of the learning contracts. Invites and values appraisal and guidance, balanced with an appropriate degree of independence. Is able to critically reflect on clinical practice. Positive and constructive use of feedback.

1st

82, 85, 88


1st

92, 95, 100



Core Expectations

In order to pass a placement the student must meet core expectations related to Professional Behaviour and Safe Clinical practice. Concerns should be raised as part of ongoing feedback and documented using the professional / safety concerns part of the assessment booklet (see section 6 of assessment documentation). Formal feedback should be provided in relation to core expectations at mid-way and final assessment. As part of the final assessment the Clinical Educator is required to sign-off a student to confirm they have met Professional and HCPC requirements related to professional conduct and safe clinical practice.

The core expectations are that - i)The student is adhering to Trust / departmental policies or procedures as outlined as part of the induction process.

This may include Health and Safety, IT, note keeping, GDPR, reporting of accidents or incidents, reporting of sickness, lone worker policies, inappropriate phone use etc. ii) The student is meeting HCPC (2016) Guidance on Conduct and Ethics for Students and the CSP Code of Members’ Professional Values and Behaviour (2011) This includes practising within their safe scope of practice. Respecting the rights, dignity and individual sensibilities of their patients. Respecting patient confidentiality. Communicating and and co-operating with other staffappropriately. Fails to report circumstances which may put patients or others at risk. Inappropriately advertises their services. Sells, supplies, endorses or promotes the sale of services or goods in ways which exploit the professional relationship with their patient. Fails to adhere at all times to personal and professional standards which reflect credit on the profession. For more information or guidance please see - - https://www.hcpc-uk.org/resources/guidance/guidance-on-conduct-and-ethics-for-

students/ - https://www.csp.org.uk/publications/code-members-professional-values-and-behaviour

v) The student has demonstrated safe clinical practice with no more than minimal prompting and has addressed any documented safety concerns in an appropriate manner demonstrating subsequent safe clinical practice.

Safe clinical practice refers to maintaining the safety of themselves and others in the workplace including patients and carers. This may include adherence to policies relating to safe clinical practice (for example Manual Handling Policies, Infection Control, Lone Worker Policies etc). This may include lack of awareness or disregard for contraindications of treatment. Persistently applies treatment techniques and handling skills in a way which puts patient and/or self at risk. Is unreliable in reporting and often fails to tell the educator about adverse findings and/or patient complaints. Persists in unsafe practice despite verbal instructions and/or warnings. Please inform your University Placement Link as soon as possible if there are any concerns about a student’s professional behaviour or safe clinical practice.






and Human Sciences

BSc (Hons)

Physiotherapy

Placement Assessment Guidelines: Year Two (PHY 219)

Revised Sept 2019


Placement Assessment Guidelines – Year 2





62, 65, 68%: 2:1 /very good

52, 55, 58%: 2:2/ good


0, 5, 15, 25, 32, 35, 38%: refer/fail

A learning contract is included in this booklet. The student and the clinical educator should use this to identify the learning needs of the student and monitor the achievement of these during the clinical placement. In addition; In order to pass a placement the student must meet core expectations related to Professional Behaviour and Safe Clinical practice. As part of the final assessment the Clinical Educator is required to sign-off a student to confirm they have met Professional and HCPC requirements related to professional conduct and safe clinical practice during the placement period. Failure to meet these core expectations will over-ride the placement assessment marks and a mark of zero (0) will be awarded. All students on this programme need to complete a minimum of 1000 clinical hours; therefore, the clinical hours are formally recorded within this booklet and as part of the online Time Management System (TMS). Process:


Students will send an electronic copy of the assessment booklet to the educator prior to the start of the placement period. Both the student and the clinical educator will complete sections of this booklet as appropriate. At the end of the placement and after all sections have been completed the educator will retain a photocopy of this assessment form and get





Communication Verbal, non-verbal, listening, questioning and teaching skills used with peers, patients, relatives, physiotherapists and the wider clinical team. This includes giving and receiving feedback from peers and clinicians.


















Interpersonal skills and Professional Behaviour Assessment Criteria

Referral

Fail

0, 15, 25


inadequate and/or unclear. Inability

to modify according to individual


setting.

Is unable to relate to colleagues and/ or other

team members. Is unreliable. Unable to or

insufficient evidence of the ability to

demonstrate professional behaviour. Does

not respect the dignity of others.

Referral

Fail

32, 35,

38

Communication skills are inadequate

and often not adapted to the

appropriate circumstance. Limited

ability to overcome awkwardness or

over confidence.


ability to relate to colleagues or team

members. Is not consistently reliable.



3rd

42, 45,

48

Communication skills are adequate,

and are usually adapted to individual

need or the appropriate

circumstance. Utilises limited non-

verbal skills. Impact of own

communication on others is not fully

recognised.

Needs encouragement to build relationship

within the department or team. Is reliable.

Usually carries out responsibilities but the

educator may have to check. Generally

demonstrates professional behaviour.

2:2

52, 55,

58

Communication skills are clear,

adequate, appropriate with evidence

of the ability to adapt to individuals

needs or situations. Is reliable and

trustworthy.

Is able to integrate within the department and

team most of the time. Is reliable and can

usually be trusted to carry out responsibilities.

Satisfactory evidence of ability to demonstrate


2:1

62, 65,

68


with evidence of the ability to adapt to

individual needs, various professional

groups and settings.

Effectively integrates within the department

accepting professional responsibility for their

role. Is consistently reliable and can be

trusted to carry out responsibilities. Good


behaviour in a range of situations.

1st

72, 75,

78

Communication skills are consistently

effective, with the ability to adapt with

sensitivity to the appropriate setting


developed. Communication

throughout a wider professional

group is maintained.


relationships within each multi-professional

team. Confident in demonstrating

professional behaviour, showing ability to be

flexible in approach. Gains the respect of

others and is respectful.

1st

82, 85,

88

Communication skills demonstrate

the ability to attain a highly

professional, therapeutic relationship

with clients. Excellent

communication demonstrated



Able to integrate into and be a respected

member of the team. Consistently

demonstrates professional behaviour to a high

level in practice situations.

1st

92, 95,

100


effectively. Wide ranging evidence to

support these skills.

Consistently demonstrates professional

behaviour to a high level in practice situations.


behaviour when required.






Is not consistently punctual. Inadequate evidence shown of ability to manage time. Requires considerable guidance to prioritise workload and support in time management. Poor awareness of the organisational structure of the placement. Lacks awareness of issues of confidentiality, informed consent or legal requirements.

3rd 42, 45, 48

Is mostly punctual. Some evidence of ability to manage time effectively. Does not always ask for clarification if doubt exists and may display over- confidence. Limited awareness of the organisational structure of the placement. Requires prompting to make the most of opportunities and guidance to prioritise workload Demonstrates an awareness of issues of confidentiality, informed consent, legal requirements, policies and protocols that impact on patient management

2:2 52, 55, 58

Is punctual. Usually asks for clarification if doubt exists. Uses time effectively on many occasions and makes the most of many opportunities. Does require occasional prompting. Requires some guidance to prioritise workload. Clear awareness of the organisational structure of the placement. Gains informed consent, maintains confidentiality and has an awareness of legal requirements, policies and protocols.

2:1 62, 65, 68


1st 72, 75, 78


1st 82, 85, 88


1st 92, 95, 100





Unable to select or implement a basic, complete and appropriate assessment. Unsafe and / or ineffective. Does not demonstrate clinical reasoning. Unable to retrieve and document information appropriately. Inaccurate.


Is unable to select and/or implement basic examination procedures. May gain inaccurate data due to poor practical assessment skills. Is unable to analyse and interpret findings or develop an action plan. Limited use of clinical reasoning skills. Does not record findings appropriately. May demonstrate unsafe practice. Shows limited evidence of ability to retrieve and document information appropriately.

3rd 42, 45, 48

Following frequent observation and guidance is able to select and implement basic examination procedures. Assessment skills are generally implemented appropriately giving accurate findings. Is usually able to analyse and interpret findings but finds it difficult to synthesise this into an action plan. Clinical reasoning skills need some support. Is safe. Usually records findings appropriately but needs some guidance. Demonstrates evidence that skills in retrieval and documentation of information are sound.

2:2 52, 55, 58

Following observation and some guidance is able to select and implement basic examination procedures. Is usually able to analyse and interpret findings and begins to synthesise an action plan. Shows clinical reasoning skills but requires occasional guidance. Is safe. Usually records findings appropriately but needs occasional guidance. Clear evidence of competent retrieval of information and documentation demonstrated.

2:1 62, 65, 68

Following observation is consistently able to select and implement basic examination procedures. Is able to analyse and interpret findings and synthesise an action plan. Generally demonstrates clinical reasoning skills. Consistently safe in examining patients, is considerate of their needs and modifies assessment accordingly. Records findings appropriately. Demonstrates retrieval of information and documentation of information to a good standard.

1st 72, 75, 78

Is consistently able to select and implement examination procedures. Is consistently able to analyse and interpret findings and synthesise an action plan. Demonstrates clinical reasoning skills. Is consistently safe in examining patients, is considerate of their needs. Is able to modify the assessment according to individual need and clinical presentation. Able to retrieve and analyse information consistently well using all available sources. Notation is succinct, well organised, legible and timely.

1st 82, 85, 88

Is consistently able to select and implement assessment procedures for routine and more complex clients. Is consistently able to analyse and interpret findings and synthesise an action plan. Demonstrates good clinical reasoning skills. Is consistently safe in examining patients and is considerate of their needs. Demonstrates excellent recording, retrieval and analysis of information. Skills in documentation are succinct, well organised, legible and timely.

1st 92, 95, 100








3rd 42, 45, 48

Implements basic physiotherapy treatment adequately but has difficulties with progression and modification. Needs guidance in the application of principles. Shortfalls in linking theory with practice. Not always aware of/ responsive to change. Sometimes able to justify

2:2 52, 55, 58

With some guidance is able to implement basic but competent & appropriate physiotherapy treatment, advice or other appropriate strategies. With prompting makes on-going evaluation of effectiveness. With some prompting modifies procedures/plans and responds to change. Is aware of principles but needs guidance in their application. Contributes some ideas from the literature. Usually able to justify.

2:1 62, 65, 68

With minimal guidance is able to implement basic but competent & appropriate physiotherapy treatment, advice or other appropriate strategies. Is able to justify decisions using an evidence base when appropriate. With some prompting makes on-going evaluation of effectiveness. With minimal prompting modifies procedures/plans and responds to change. With guidance can work with guidelines. Is aware of principles but needs guidance in their application. Makes links between theory and practice.

1st 72, 75, 78


1st 82, 85, 88


1st 92, 95, 100








3rd 42, 45, 48

Needs guidance in their learning. Difficulties in identifying strengths and weaknesses. Accepts appraisal and guidance but finds it difficult to reflect and act on it. Tendency to be descriptive rather than reflective. Does not go out of their way to seek new learning opportunities. Accepts and demonstrates an appropriate response to constructive feedback.

2:2 52, 55, 58

Needs some guidance with their learning. Not always clear about their strengths and weaknesses. Accepts appraisal and guidance. Reflects with considerable guidance but is able to start to analyse learning events. Learning contracts negotiated and appropriate Accepts new learning opportunities. Demonstrates positive response to constructive feedback.

2:1 62, 65, 68

Takes responsibility for their own learning and engages in opportunities for experiential learning. With minimal guidance identifies strengths and weaknesses. Utilises appraisal and guidance. Is able to analyse learning in relation to prior knowledge. Effectively reflects with guidance. Begins to link experience from other situations and placements. Does not mind being exposed to new learning opportunities. Positive and constructive use of feedback. Keen to negotiate learning opportunities.

1st 72, 75, 78

Consistently owns responsibility for their own learning and exploits the opportunities for experiential learning in the clinical setting. Consistently able to analyse own strengths and weaknesses and makes effective use of the learning contracts. Invites and values appraisal and guidance, balanced with an appropriate degree of independence. Is able to critically reflect on clinical practice. Feedback integrated into development of practice.

1st 82, 85, 88


1st 92, 95, 100



Core Expectations

In order to pass a placement the student must meet core expectations related to Professional Behaviour and Safe Clinical practice. Concerns should be raised as part of ongoing feedback and documented using the professional / safety concerns part of the assessment booklet (see section 6 of assessment documentation). Formal feedback should be provided in relation to core expectations at mid-way and final assessment. As part of the final assessment the Clinical Educator is required to sign-off a student to confirm they have met Professional and HCPC requirements related to professional conduct and safe clinical practice. The core expectations are that -

k) The student is adhering to Trust / departmental policies or procedures as outlined as part of the induction process.



vi) The student has demonstrated safe clinical practice with no more than minimal prompting and has addressed any documented safety concerns in an appropriate manner demonstrating subsequent safe clinical practice.







and Human Sciences

BSc (Hons)

Physiotherapy

Placement Assessment Guidelines: Year Three (PHY321)

Revised Sept 2019


Placement Assessment Guidelines – Year 3 (i)





62, 65, 68%: 2:1 /very good

52, 55, 58%: 2:2/ good


0, 5, 15, 25, 32, 35, 38%: refer/fail




Referral

Fail

0, 15, 25

Communication skills are very poor –

inadequate, ineffective and/or unclear.

Unable to modify according to individual


setting.

Is unable to relate to colleagues and/ or other team

members. Unable to or insufficient evidence of the ability

to demonstrate professional behaviour. Is unreliable

and/or untrustworthy. Does not respect individual

physical, psychological and cultural needs.

Referral

Fail

32, 35, 38


ineffective and/or unclear. Communication

is often not adapted to the individual

requirement or professional group or

setting. Demonstrates limited use of non-

verbal skills. Limited ability to overcome

awkwardness or over confidence.

Despite encouragement demonstrates limited ability to

relate to colleagues or team members. Inadequate


behaviour. Is not consistently reliable and/or trustworthy.

Does not consistently respect individual physical,


3rd

42, 45, 48

Communication skills are effective and

acceptable. These are adapted to the

individual requirement and / or


Is aware of the impact of own

communication on others.

Needs encouragement but is able to build appropriate

relationships with colleagues and the department or

team.

Satisfactory evidence of the ability to demonstrate

professional behaviour. Is reliable and trustworthy.

Consistently respects individual physical and/or


2:2

52, 55, 58

Communication skills are good - clear,

effective and appropriate.


individual requirement and professional

group and/or setting.

Is able to integrate within the department and team most

of the time. Good evidence of ability to demonstrate



responsibilities. Consistently respects individual physical

and/or psychological and cultural needs.

2:1

62, 65, 68

Communication skills are very good.


individual requirements, various

professional groups and settings.

Effectively integrates within the wider team.

Accepts professional responsibility for their role.

Consistent evidence of ability to demonstrate




physical, psychological & cultural needs.

1st

72, 75, 78

Communication skills are excellent.

Consistently effective, with the ability to

adapt sensitively to the individual, setting


developed. Communication throughout a

wider professional group is maintained.


relationships within each multi-professional team. Wide

ranging evidence supporting the ability to confidently

demonstrate flexible professional behaviour.

Gains the respect of others and is respectful.

1st

82, 85, 88

Communication skills demonstrate the

ability to attain a highly professional,

therapeutic relationship with clients.

Excellent communication demonstrated



Able to integrate into and be a respected member of the


Consistently demonstrates professional behaviour to a

high level in practice situations.

1st

92, 95,

100


effectively even in challenging situations.

Utilises the full range of communication

skills with wide ranging evidence to

support their use.

Consistently demonstrates professional behaviour to a

high level in practice situations.

Demonstrates quick and fluent modification of behaviour

when required. Contributes to effective team working.







Ability to demonstrate an awareness of the structure and organisation of the placement.

Learning Outcomes: By the end of the placement the student will be able to: Level I Level II Level III











II. Organisation and Management skills Assessment Criteria Referral Fail

0, 15, 25


Referral Fail

32, 35, 38


3rd

42, 45, 48

Shows evidence of ability to manage time effectively. Usually asks for clarification if doubt exists. Appropriate time management of individual patient interactions. Requires occasional guidance to prioritise workload. Only makes the most of some opportunities. Is consistently punctual. Consistently gains informed consent, maintains confidentiality and has an awareness of legal requirements, policies and protocols. Clear awareness of and some involvement in the organisational structure of the placement. Accepts responsibility for the care of designated patients.

2:2

52, 55, 58


2:1

62, 65, 68


1st

72, 75, 78


1st

82, 85, 88


1st

92, 95,100

Is highly organised and responsive to change. Demonstrates ability to manage time effectively, at times multi–tasks with ease. Shows considerable insight and understanding regarding legal requirements and ethical issues. Makes full use of all opportunities and is clearly involved in placement and workload management.






Ability to adopt a patient centred and develop a holistic approach. Learning Outcomes: By the end of the placement the student will be able to: Level I Level II Level III















Fail

0, 15, 25





Referral

Fail

32, 35, 38






3rd

42, 45, 48

Is consistently safe in examining patients. Assessment skills are generally selected

and implemented appropriately giving accurate findings. Is usually able to analyse and

interpret findings but finds it difficult to synthesise this into an action plan.

Demonstrates basic clinical reasoning skills. Records findings appropriately but

needs some guidance. Demonstrates evidence that skills in retrieval of information

are sound.

2:2

52, 55, 58




demonstrated.

2:1

62, 65, 68





very good standard.

1st

72, 75, 78








1st

82, 85, 88







timely.

1st

92, 95,

100













Determine appropriate discharge time and management e.g. referral on, discharge letter,

















0, 15, 25




procedures.

Referral

Fail

32, 35, 38





discharge procedures.

3rd

42, 45, 48


treatment, advice or other appropriate strategies with minimal guidance. With

occasional prompting makes on-going evaluation of effectiveness.

Demonstrates progression and modification of treatment with guidance. Needs

some guidance in the application of principles. Shows evidence of linking theory

with practice and able to justify decisions. Able to discuss and implement

appropriate discharge procedures. Demonstrates an understanding of the need to

practise safely and effectively within their scope of practice.

2:2

52, 55, 58

Is able to implement competent and appropriate physiotherapy treatment. Usually

able to make an on-going evaluation of effectiveness and to respond to change.

With minimal prompting modifies procedures/plans. Is aware of principles but

occasionally needs to seek guidance in their application. Contributes ideas from

the literature to justify decisions. Clear evidence of linking theory with practice.

Discharge procedures planned for and integrated into management programme

with some guidance.

2:1

62, 65, 68






1st

72, 75, 78






1st

82, 85, 88



based.

1st

92, 95, 100











Demonstrate the ability to learn from, with and support peers when appropriate.








Referral

Fail

0, 15, 25






Referral

Fail

32, 35, 38




response demonstrated when given feedback. Is able to identify own knowledge

base but is unable to develop an action plan.

3rd

42, 45, 48





2:2

52, 55, 58





2:1

62, 65, 68






1st

72, 75, 78






1st

82, 85, 88


through self appraisal linked to previous experience. Able to critically evaluate and



decision making.

1st

92, 95,

100


of self appraisal, evaluation and critical reflection to inform, direct and manage


Appendices- placement assessment record booklet 206

Core Expectations


l) The student is adhering to Trust / departmental policies or procedures as outlined as part of the induction process.



vii) The student has demonstrated safe clinical practice with no more than minimal prompting and has addressed any documented safety concerns in an appropriate manner demonstrating subsequent safe clinical practice.







and Human Sciences

BSc (Hons)

Physiotherapy

Placement Assessment Guidelines: Year Three (PHY324)

Revised Sept 2019


Placement Assessment Guidelines – Year 3 (ii)





62, 65, 68%: 2:1 /very good

52, 55, 58%: 2:2/ good


0, 5, 15, 25, 32, 35, 38%: refer/fail




Referral Fail

0, 15, 25

Communication skills are very poor –inadequate, ineffective and/or unclear. Unable to modify according to individual requirement, professional group or setting.

Is unable to relate to colleagues and/ or other team members. Unable to or insufficient evidence of the ability to demonstrate professional behaviour. Is unreliable and/or untrustworthy. Does not respect individual physical, psychological and cultural needs.

Referral Fail

32, 35, 38

Communication skills are poor - ineffective and/or unclear. Communication is often not adapted to the individual requirement or professional group or setting. Demonstrates limited use of non-verbal skills. Limited ability to overcome awkwardness or over confidence.

Despite encouragement demonstrates limited ability to relate to colleagues or team members. Inadequate evidence of ability to demonstrate professional behaviour. Is not consistently reliable and/or trustworthy. Does not consistently respect individual physical, psychological and cultural needs.

3rd

42, 45, 48

Communication skills are effective and acceptable. These are adapted to the individual requirement and / or professional group or setting. Is aware of the impact of own communication on others.

Needs encouragement but is able to build appropriate relationships with colleagues and the department or team. Satisfactory evidence of the ability to demonstrate professional behaviour. Is reliable and trustworthy. Consistently respects individual physical and/or psychological and cultural needs.

2:2

52, 55, 58

Communication skills are good - clear, effective and appropriate. Evidence of the ability to adapt to individual requirement and professional group and/or setting.

Is able to integrate within the department and team most of the time. Good evidence of ability to demonstrate professional behaviour in a range of situations. Is reliable, trustworthy and consistently carries out responsibilities. Consistently respects individual physical and/or psychological and cultural needs.

2:1

62, 65, 68

Communication skills are very good. Evidence of the ability to adapt to individual requirements, various professional groups and settings.

Effectively integrates within the wider team. Accepts professional responsibility for their role. Consistent evidence of ability to demonstrate professional behaviour in a range of situations. Is reliable, trustworthy and consistently carries out responsibilities. Consistently respects individual physical, psychological & cultural needs.

1st

72, 75, 78

Communication skills are excellent. Consistently effective, with the ability to adapt sensitively to the individual, setting and group. Listening skills are highly developed. Communication throughout a wider professional group is maintained.

Able to integrate into and effectively utilise the relationships within each multi-professional team. Wide ranging evidence supporting the ability to confidently demonstrate flexible professional behaviour. Gains the respect of others and is respectful.

1st

82, 85, 88


Able to integrate into and be a respected member of the multi-professional team. Consistently demonstrates professional behaviour to a high level in practice situations.

1st

92, 95, 100

Exceptional ability to communicate effectively even in challenging situations. Utilises the full range of communication skills with wide ranging evidence to support their use.

Consistently demonstrates professional behaviour to a high level in practice situations. Demonstrates quick and fluent modification of behaviour when required. Contributes to effective team working.







Ability to demonstrate an awareness of the structure and organisation of the placement.

Learning Outcomes: By the end of the placement the student will be able to: Level I Level II Level III











II. Organisation and Management skills Assessment Criteria Referral

Fail

0, 15, 25


Referral Fail

32, 35, 38


3rd

42, 45, 48

Shows evidence of ability to manage time effectively. Always asks for clarification if doubt exists. Appropriate time management of individual patient interactions. Requires occasional guidance to prioritise workload. Only makes the most of some opportunities. Is consistently punctual. Consistently gains informed consent, maintains confidentiality and has an awareness of legal requirements, policies and protocols. Clear awareness of and some involvement in the organisational structure of the placement. Accepts responsibility for the care of designated patients.

2:2

52, 55, 58


2:1

62, 65, 68


1st

72, 75, 78


1st

82, 85, 88


1st

92, 95, 100

Is highly organised and responsive to change. Demonstrates ability to manage time effectively, at times multi – tasks with ease. Shows considerable insight and understanding regarding legal requirements and ethical issues. Makes full use of all opportunities and is clearly involved in placement and workload management.






Ability to adopt a patient centred and develop a holistic approach. Learning Outcomes: By the end of the placement the student will be able to: Level I Level II Level III















Fail

0, 15, 25





Referral

Fail

32, 35, 38






3rd

42, 45, 48

Is consistently safe in examining patients. Assessment skills are normally selected

and implemented appropriately giving accurate findings. Is able to analyse and

interpret findings into an action plan. Consistently demonstrates basic clinical

reasoning skills. Records findings appropriately but needs some guidance.

Demonstrates evidence that skills in retrieval of information are sound.

2:2

52, 55, 58




demonstrated.

2:1

62, 65, 68





very good standard.

1st

72, 75, 78








1st

82, 85, 88







timely.

1st

92, 95,

100













Determine appropriate discharge time and management e.g. referral on, discharge letter,

















0, 15, 25




procedures.

Referral

Fail

32, 35, 38





discharge procedures. Demonstrates unsafe practice or works outside of their

scope of practice

3rd

42, 45, 48


treatment, advice or other appropriate strategies independently. Makes on-going

evaluation of effectiveness without prompting. Demonstrates progression and

modification of treatment. Needs some guidance in the application of

new/complex principles. Shows evidence of linking theory with practice and able

to consistently justify decisions. Able to discuss and implement appropriate

discharge procedures. Demonstrates safe and effective practice within their scope

of practice.

2:2

52, 55, 58

Is able to implement competent and appropriate physiotherapy treatment. Able to

make an on-going evaluation of effectiveness and to respond to change. Modifies

procedures/plans. Is aware of principles but occasionally needs to seek guidance

in their application. Contributes ideas from the literature to justify decisions. Clear

evidence of linking theory with practice. Discharge procedures planned for and

integrated into management programme with some guidance.

2:1

62, 65, 68






1st

72, 75, 78






1st

82, 85, 88



based.

1st

92, 95, 100











Demonstrate the ability to learn from, with and support peers when appropriate.








Referral

Fail

0, 15, 25






Referral

Fail

32, 35, 38




response demonstrated when given feedback. Does not demonstrate ability to use

feedback to inform on-going development. Is able to identify own knowledge base

but is unable to develop an action plan.

3rd

42, 45, 48





2:2

52, 55, 58





2:1

62, 65, 68






1st

72, 75, 78






1st

82, 85, 88


through self-appraisal linked to previous experience. Able to critically evaluate and



decision making.

1st

92, 95,

100


of self-appraisal, evaluation and critical reflection to inform, direct and manage



Core Expectations


m) The student is adhering to Trust / departmental policies or procedures as outlined as part of the induction process.



viii) The student has demonstrated safe clinical practice with no more than minimal prompting and has addressed any documented safety concerns in an appropriate manner demonstrating subsequent safe clinical practice.





Placement Assessment Guidelines: Year 3 (ii) P a g e | 223

Placement risk assessment P a g e | 224

Appendix 3: Placement risk assessments

RA1 Risk Assessment for Placement

Placement NHS Placement within Devon & Cornwall

Risk Factor Risk Profile Description Actions Supporting Resources

Work Medium Occasional exposure to high risk

clients

Occasional exposure to body fluids

etc

Manual Handling and therapeutic

handling activities

Mandatory training prior to commencement

of placement, induction to placement area

and adherence to all NHS policies and risk

management measures. Supervision of

student by placement educator

Programme handbook,

Trust H&S policies (ARC)

and mandatory training

resources

Travel & Transportation Low Placements may be located

throughout Devon & Cornwall- some

commuting required

Students encouraged to arrange

accommodation close to placements to

minimise travel requirements.

Accomodation list

provided on Tulip

Location Low Placements in local area- no

significant risks

n/a n/a

General Environmental

Health

Low No significant environmental health

risks

n/a n/a

Individual Student Variable Students have a range of health/

disability needs

Occupational Health and DAS provision prior

to any placements. All students encouraged

to discuss potential issues with their personal

tutors. Provision for pre-placement

assessment/ discussion/ visits made through

DAS and programme placement team

DAS/ Occ Health

policies, programme

handbook, placement

education handbook

Insurance Limitations Low University and employers’ liability

cover available

Students are able to become student

members of the Chartered Society of

Physiotherapy, which provides further liability

cover

University documentation

Previous Placement

Report

Low All placements covered by PQR

processes

Annual placement audit. Placement

monitoring and feedback from both staff

visiting and students attending placement

areas

PQR documentation

ARC placement

monitoring forms


Placement NHS Placement outside Devon & Cornwall


Work Medium Occasional exposure to

high risk clients

Occasional exposure to

body fluids etc

Manual Handling and

therapeutic handling

activities

Mandatory training prior to commencement of

placement, induction to placement area and

adherence to all NHS policies and risk management

measures. Supervision of student by placement

educator

Programme handbook,

Trust H&S policies (ARC)

and mandatory training

resources

Travel & Transportation Medium Placements may be

located throughout UK-

commuting required

Students encouraged to arrange accommodation

close to placements to minimise travel requirements.

Information re.

Accommodation

requested from placement

area/ local physio

placement user

Location Low Placements in UK- no

significant risks

n/a n/a


Health

Low No significant

environmental health

risks

n/a n/a

Individual Student Variable Students have a range

of health/ disability

needs

Feasibility of non-local placement considered prior

to agreeing with student

Occupational Health and DAS provision prior to any

placements. All students encouraged to discuss

potential issues with their personal tutors. Provision

for pre-placement assessment/ discussion/ visits

made through DAS and programme placement team

DAS/ Occ Health policies,

programme handbook,

placement education

handbook

Insurance Limitations Low University and

employers’ liability

cover available

Students are able to become student members of

the Chartered Society of Physiotherapy, which

provides further liability cover


Previous Placement Report Low All placements covered

by PQR processes

Workplace agreement and PQR in place prior to

placement being arranged. Liaison with local

placement users to assess suitability of placement

PQR documentation


Placement Non NHS Placements


Work Medium Occasional exposure to high risk

clients

Occasional exposure to body

fluids etc

Manual Handling and therapeutic

handling activities

Mandatory training prior to

commencement of placement, induction

to placement area and adherence to all

NHS policies and risk management

measures. Supervision of student by

placement educator

Programme handbook, Trust

H&S policies (ARC) and

mandatory training resources

Travel & Transportation Low Placements may be located in a

range of areas- some commuting

required

Students encouraged to arrange

accommodation close to placements to

minimise travel requirements.

Accomodation list provided

on Tulip

Location Low Placements in UK- no significant

risks

n/a n/a


Health

Low No significant environmental

health risks

n/a n/a

Individual Student Variable Students have a range of health/

disability needs

Occupational Health and DAS provision

prior to any placements. All students

encouraged to discuss potential issues

with their personal tutors. Provision for

pre-placement assessment/ discussion/

visits made through DAS and

programme placement team

DAS/ Occ Health policies,

programme handbook,

placement education

handbook

Insurance Limitations Low University and employers’ liability

cover available

Students are able to become student

members of the Chartered Society of

Physiotherapy, which provides further

liability cover


Previous Placement Report Low All placements covered by PQR

processes

Workplace agreement and PQR in place

prior to placement being arranged.

Annual placement audit. Placement

monitoring and feedback from both staff

visiting and students attending

placement areas

PQR documentation

ARC placement monitoring

forms

P a g e | 227

Download - BSc (Hons) Physiotherapy · 4. Promote enquiring practitioners with the necessary clinical reasoning skills to identify, implement and inform best available practice. 5. Encourage

Top Related