Independent Guided Study

Transcription

1 TITLE Clinical Reasoning in Physiotherapy (CRP) SI MODULE CODE CREDITS 30 LEVEL 7 JACS CODE SUBJECT GROUP Physiotherapy DEPARTMENT AHP MODULE LEADER Claire Staniland & Lucy Stephens MODULE STUDY HOURS (based on 10 hours per credit)* Scheduled Learning and Teaching Activities Placement (if applicable) Independent Guided Study *to be used for Key Information Sets - see Module Descriptor guidance notes MODULE AIM MODULE DESCRIPTOR Total Number of Study Hours The aim of the module is to develop and enhance your clinical handling skills within physiotherapeutic clinical practice, informed by critical evaluation of the relevant literature and reflect on the effectiveness of your clinical reasoning skills MODULE LEARNING OUTCOMES (up to 4 LOs max) By engaging successfully with this module a student will be able to LO Ref Learning Outcome 1 To demonstrate their ability to use effective clinical skills and critically justify the application within clinical practice 2 Critically evaluate the holistic management of patient care and its impact upon therapeutic services 3 Critically apply in depth understanding on the theory and evidence that underpins the concepts of physiotherapy management and clinical practice 4 Critically reflect on your own clinical skills as an autonomous practitioner 5 Identify the Biopsychosocial models and cultural diversity and its implication within Physiotherapeutic practices. INDICATIVE CONTENT Different models of clinical reasoning- may include hypothetical-deductive reasoning, pattern recognition Approaches to practice within different specialities of physiotherapy Formative assessment - preparation for placement in line with professional practice standards.

2 Evidence based practice Searching for evidence and posing research questions relevant to practice Understanding and critiquing current evidence for example primary research and systems reviews Use of outcome measures in physiotherapeutic practice Reliability, validity and responsive measures Diagnostic and predictive tests in physiotherapeutic practice Anatomy and Physiology Motor control & relevant structure/ function Anatomy, physiology and biomechanics Pain mechanisms Skills Movement analysis/ Functional Task analysis Practical handling skills Clinical assessment and treatment skills Patient education and preventative / self -management strategies Bio-psychosocial models and implications on the management of physiotherapy conditions, structural, behavioural and functional changes that can result from physio intervention and disease progression. Cognitive therapies and human factors e.g. behavioural science Collaborative decision making, active listening/negotiation/problem solving skills Critically analyse bio-psychosocial and cultural factors impacting on services users. Pathologies Introduction to normal / abnormal tone Common pathologies in neurology e.g. Parkinson, MS and CVA Introduction to impact of dementia on patient management. Common pathologies within MSK: (e.g. OA, RA, capsulitis, rotator -cuff injuries) fractures/joint replacements OA/ RA / LBP/soft tissue injuries, neuro-dynamics Common pathologies in Respiratory e.g. COPD Some clinical problems will be covered through self-directed learning and formative assessment Professional Skills, knowledge and attributes to promote the health and wellbeing of individuals, communities and populations. Demonstrate their impact on population level outcomes through robust evaluation and research methods.

3 LEARNING, TEACHING AND ASSESSMENT - STRATEGY AND METHODS Students will be supported in their learning, to achieve the above outcomes, in the following ways: The module will encourage you to share ideas, broaden your understanding and reflect on clinical practice. The blended learning, of face to face and on line delivery will encourage critical enquiry and develop problem solving skills by facilitating participation and interaction. The module will be delivered using face-to-face group sessions, which will involve practical sessions and discussion activities. In addition there will be notational student time for direct engagement with on line learning materials, discussion of the documentation of learning and preparation for face-toface sessions. Self-directed learning is expected to include the practice of practical skills and reflection on clinical practice. The activities will encourage you to share ideas, broaden your understanding and reflect upon your own clinical practice and learn from one another. Online learning will be structured and interactive. The face-to-face sessions will mostly cover specific physiotherapeutic conditions. Learners will be expected to engage with the topic in advance of the sessions through direct reading and /or on line presentations so that the face-to-face sessions can focus on formative assessment of the understanding, discussion of experience, case studies and practical skills Tutor led activities Practical sessions will be used to:- Integrate theoretical knowledge into practical skills application reflection on independent guided study activities facilitate professional discussion regarding clinical reasoning and decision making as well as application and evaluation of practical clinical skills Practical sessions to review and practice physiotherapeutic skills facilitate discussion and reflection on students' knowledge and clinical experience assessment preparation will engage you with analysing and using the marking criteria for peer and tutor formative assessment Independent guided study and student directed learning Independent study will be an essential aspect of the module; facilitating reflection on concepts related to physiotherapeutic assessment, treatment and application within clinical practice. This will include: - Critically reviewing and utilising relevant literature to further your understanding of contemporary management through application of therapeutic interventions critically reviewing and utilising evidence based practice underpinning therapeutic management Essential preparation for practical classroom sessions Reflective and directed clinical practice with application of learning within teaching sessions Student practice sessions will provide the opportunity for on-going skills development and synthesis of theory and practice Formative activities/feedback Formative activities will be utilised throughout the module to assess your learning. These activities and the feedback given will help to prepare you for both placement and your summative module

4 assignment. The formative activities are mandatory components of the module and any student failing to engage in them could be taken to fitness to practice panel. Formative Assessment prior to Placement In order to align with the Health and Care Professions Councils (HCPC) standards and university guidelines all students will be required to demonstrate their clinical competency/capabilities prior to placement. Students will therefore be required to complete formative assessment tasks in all key areas within physiotherapy; respiratory, neurological and musculoskeletal; prior to placements. Students will be given feedback identifying their strengths as well as areas that they will need to develop prior to placement. ASSESSMENT TASK INFORMATION Task No.* Short Description of Task SI Code EX/CW/PR Task Weighting % Word Count or Exam Duration** In-module retrieval available 1 Practical assessment PR 20% 45 mins Y 2 Case Study Presentation and Viva PR 80% 45 mins Y Assessment Task 1 will assess learning outcome 1 You will attend a 45 minute practical assessment. The assessment will consist of:- Practical assessment of patient scenarios where you will demonstrate your clinical reasoning skills and practical handling skills (including assessment and treatment techniques). Task 2 will assess learning outcomes 2 to 5 You will be required to discuss the assessment and management of a patient that you have seen on placement. You will need to demonstrate your clinical reasoning skills and justify your assessment and holistic management for the case study with appropriate and current research, theories and concepts. You will also need to critically reflect/evaluate on your management of the patient and how this has influenced your clinical practice as well as its impact upon therapeutic services. Patient scenarios - You will be given a number of scenarios where you will demonstrate a range of practical handling skills, both assessment and treatment techniques. You will be expected to demonstrate your ability to safely, effectively and sensitively apply and justify a range of procedures. This could include neurological testing, ROM, mobilisations, movement analysis and other physiotherapeutic techniques. *Assessment task limit of a max of two tasks per 20 credits, and a max of three tasks for a module larger than 20 credits ** Timetabled examinations - duration must be whole numbers of one, two or three hours and ten minutes of reading time will be added on to this as standard. FEEDBACK Students will receive feedback on their performance in the following ways Students will receive feedback on their performance in the following ways

5 Formative feedback from lecturers throughout the face to face sessions Formative feedback via other tutors Summative feedback following assessments that will include the students strengths and areas that they need to develop LEARNING RESOURCES FOR THIS MODULE (INCLUDING READING LISTS) Clinical Judgement and Decision Making JONES MARK, RIVETT DARREN (2004) Clinical Reasoning for Manual Therapists, Section 3 pp , Butterworth Heinemann, Edinburgh, London, New York, Oxford, Philadelphia, St Louis, Syndey, Toronto, HERBERT ROB, JAMVEDT GRO, MEAD JUDY, HAGEN KRE BIRGER (2005), Practical evidence based physiotherapy, Chapers 8 and 9 pp , Elsevier Butterworth Heinemann, Edinburgh, London, New York, Oxford, Philadelphia, St Louis, Syndey, Toronto, FERNANDEZ RITIN, RAJARATHAM ROHAN, EVANS KASEY, SPEIZER ANAU (2012) Goal setting in cardiac rehabilitation: implications for clinical practice. Contemporary nurse 43(1); LOFTUS STEPHEN (2012) Rethinking clinical reasoning; time for a dialogical turn Medical Education 46: SIEGERT RICHARD, TAYLOR WILLIAM (2004) theoretical aspects of goal-setting and motivation in rehabilitation, Disability and Rehabilitation vol 26, No 1, 1-8 Neurological Physiotherapy Carr J. & Shepherd R. (2011) Neurological Rehabilitation, Optimising Motor Performance. Churchill Livingstone. London. Edwards S, (2002) Problem Solving Approach in Neurological Rehabilitation. Churchill Livingston London. Kandel E., Schwartz J., Jessell T., (1995) Essentials of Neuroscience and Behaviour. Appleton and Lange, Conneticut. Kandel E., Schwartz J., Jessell T., (2000) Principles of Neural Science. Appleton and Lange Conneticut. Lindsay K. Bone I. and Fuller G. (2010) Neurology and Neurosurgery illustrated.(ed 5) Churchill Livingston London. McBEAN DOUGLAS, VAN WIJCK FREDIRICKE (Eds) Applied Neurosciences for the Allied Health Professions( 2013) Churchill Livingstone Elsevier [ebook] Magill R. A. (1998) 5th edition, Motor Learning Concepts and Application, Pub Macgraw Hill, NY. Mead J., Bury T. (1998) Evidence Based Health Care, Butterworth Heiniman, London Rothwell J. (1996) 2nd Ed, Control of Human Voluntary Movement. Chapman and Hall, London Schmitt R. A. (1988) Motor Control and Learning : A Behavioural Emphasis, Human Kinematics Inc, Illinois. Schumway Cook A. Woollacott M. (2012) Motor Control: translating research into clinical practice. (Ed. 4) Lippincott Williams and Wilkins. London.

6 CHRISTINE SMITH, ANITA WATSON, LOUISE CONNETT Neurological Physiotherapy, in Stuart Porter (Ed) (2013) In: Tidy's Physiotherapy chapter 26, pp [ebook] Ryerson S., Levit K. (1997) 1st Ed, Functional Movement Re-education, Churchill Livingston, London. Musculoskeletal Physiotherapy EVERETT TONY, KELL CLARE (2010) Human movement, an introductory text (6TH Edition), Elsevier Churchill Livingstone [not ebook] GASKELL LYNNE Musculoskeletal assessment. Chapter 11 In: Porter Stuart (2013) Tidy's Physiotherapy (15th Edition) Churchill Livingstone Elsevier, Edinburgh, London, New York, Oxford, Philadelphia, St Louis, Sydney, Toronto [available as ebook] KISNER CAROLIEN, COLBY LYN ALLEN (2012) Techniques 6th Ed. Philadelphia, Davis Company. [ebook available in Learning Centre] Therapeutic Exercise: Foundations and McKENZIE ROBIN, MAY STEPHEN (2006) The cervical and thoracic spine, Mechanical diagnosis and therapy (2nd Edition ) Raumati Beach: Spinal Publications New Zealand Ltd.[not ebook] McKENZIE ROBIN, MAY STEPHEN (2003), The lumbar spine: mechanical diagnosis and therapy (2nd Edition ) Waikanae [not ebook] McKENZIE ROBIN, STEPHEN MAY (2000), The human extremities; mechanical diagnosis and therapy, Waikanae, New Zealand, Spinal Publications Ltd [not ebook] PETTY NICOLA (Ed) (2011) Neuromusculoskeletal Examination and Assessment, a handbook for therapists (4th Edition), Churchhill Livingstone Elsevier, Edinburgh, London, New York, Oxford, Philadelphia, St Louis, Sydney, Toronto [ebook] PETTY NICOLA (Ed) (2011) Principles of Neuromusculoskeletal treatment and management (2nd Edition) Churchill Livingstone Elsevier, Edinburgh, London, New York, Oxford, Philadelphia, St Louis, Sydney, Toronto. [ebook] SHAMLEY DELVA (Ed),, (2005) Pathophysiology, an essential text of the allied health professions, Elsevier Butterworth Heinemann, Edinburgh, London, New York, Oxford, Philadelphia, St Louis, Sydney, Toronto. [not ebook] SOLOMON LOUIS (2001) Apley's system of orthopaedics and fractures (8th Edition) Arnold, London [7th Edition available as ebook] Respiratory Therapy BOURKE S.J. (2007) Respiratory Medicine (7th edition) Oxford: Blackwell Science GORMLEY J., HUSSEY J. eds. (2005) Exercise Therapy: prevention and treatment of disease Oxford: Blackwell Publishing HARDEN B. ed. (2004) Emergency Physiotherapy: an on-call survival guide Churchill Livingstone HOUGH A. (2001) Physiotherapy in Respiratory Care: An evidence-based approach to respiratory and cardiac management (3rd edition) Cheltenham: Nelson Thornes MCARDLE W. et al (2006) Essentials of Exercise Physiology (3rd edition) Philadelphia: Lippincott, Williams and Wilkins PATEL H & GWILT C. (2008) Mosby s Crash Course: Respiratory System (3rd edition) Edinburgh: Mosby

7 PRYOR J.A. & PRASAD S.A. (2002) Physiotherapy for Respiratory and Cardiac Problems: Adults and paediatrics (3rd edition) Edinburgh: Churchill Livingstone WEST J.B. (2005) Respiratory Physiology - the Essentials (7th edition) London: Lippincott, Williams and Wilkins WEST J.B. (2008) Pulmonary Pathophysiology - the Essentials (7th edition) Philadelphia: Lippincott, Williams and Wilkins REVISIONS Date May 2016 Feb 2017 Reason Confirmed in MSc Physiotherapy validation Module Modification DB2AHP

8 SECTION 2 MODULE INFORMATION FOR STAFF ONLY MODULE DELIVERY AND ASSESSMENT MANAGEMENT INFORMATION MODULE STATUS - INDICATE IF ANY CHANGES BEING MADE NEW MODULE Y EXISTING MODULE - NO CHANGE Title Change Level Change Credit Change Assessment Pattern Change Change to Delivery Pattern Date the changes (or new module) will be implemented Jan 2017 MODULE DELIVERY PATTERN - Give details of the start and end dates for each module. If the course has more than one intake, for example, September and January, please give details of the module start and end dates for each intake. Module Begins Module Ends Course Intake 1 25/1/2017 7/7/2017 Course Intake 2 DD/MM/YYYY DD/MM/YYYY Course Intake 3 DD/MM/YYYY DD/MM/YYYY Is timetabled contact time required for this module? Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below What proportion of the module is taught by these non-shu staff, expressed as a percentage? Y N MODULE ASSESSMENT INFORMATION Indicate how the module will be marked *Overall PERCENTAGE Mark of 50% Y *Overall PASS / FAIL Grade N *Choose one only module cannot include both percentage mark and pass/fail graded tasks SUB-TASKS Will any sub-tasks (activities) be used as part of the assessment strategy N for this module? If sub-tasks / activities are to be used this must be approved within the Faculty prior to approval. Subtask / activity marks will be recorded locally and extenuating circumstances, extensions, referrals and deferrals will not apply to sub-tasks / activities. FINAL TASK According to the Assessment Information shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? (Give task number as shown in the Assessment Information Grid in Section 1 of the Descriptor) Task No. 1 NON-STANDARD ASSESSMENT PATTERNS MARK 'X' IN BOX IF MODULE ASSESSMENT PATTERN IS NON STANDARD, e.g. MODEL B, ALL TASKS MUST BE PASSED AT 50%. NB: Non-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance. notes.