Advanced Complex Case Management (ACCM) SI MODULE CODE CREDITS 15 LEVEL 7 JACS CODE

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1 MODULE DESCRIPTOR TITLE Advanced Complex Case Management (ACCM) SI MODULE CODE CREDITS 15 LEVEL 7 JACS CODE B160 SUBJECT GROUP Physiotherapy DEPARTMET AHP MODULE LEADER Jackie Hammerton MODULE STUDY HOURS (based on 10 hours per credit)* Scheduled Placement (if Independent Total umber of Learning and applicable) Guided Study Study Hours Teaching Activities MODULE AIM This module will facilitate your development of advanced clinical reasoning and decisionmaking skills within the context of holistic management of patients with complex needs MODULE LEARIG OUTCOMES By engaging successfully with this module you will be able to: 1. Critically consider the pathophysiology of a complex clinical patient to derive and justify a prioritised problem list. 2. Critically reflect upon key tools supporting your clinical decision making and their application in your chosen case study. 3. Critically appraise new knowledge and evidence to justify a management plan which includes the selection and explanation of case study specific physiotherapeutic interventions. 4. Debate the role of Physiotherapy in the holistic management of complex patients. IDICATIVE COTET Approaches to reasoning in physiotherapy, their pitfalls, limitations and impact on own clinical practice. o How we identify and frame problems / needs, and the impact on goal setting and management.

2 Beliefs and theories that underpin clinical decision making and practice, for example: o Hypothetico-deductive reasoning and pattern recognition. o Abductive reasoning; Inference to the best explanation o Deductive Reasoning as a reflective tool and the gold standard of reasoning. o arrative reasoning o Collaborative reasoning Exploration of complex pathologies such as Spinal Cord Injury, Women s Health, Multiple trauma, Amputees, Peripheral europathy, Musculoskeletal diagnostics, palliative care, applied movement analysis, manual and movement interventions Introduction to non-medical prescribing LEARIG, TEACHIG AD ASSESSMET - STRATEGY AD METHODS Students will be supported in their learning, to achieve the above outcomes, in the following ways: Content will be delivered through a combination of face-to-face delivery and enquiry based learning. The enquiry based learning model will be used to develop your team working and investigative skills. Clinical case studies of complex patient scenarios will be used to facilitate your skills in developing questions, searching and explaining evidence, applying knowledge to the case study and making theoretical clinical decisions. Service users, clinical practitioners or experts in the field may be invited to deliver some content during the module. Learning will be supported through supplementary resources available through the VLE; this will include suggested reading material, access to evidence through on-line databases, learning materials used to support taught sessions, and other on-line clinical tools such as clinics in motion. Assessment will be supported through the module team and formative activities. ASSESSMET TASK IFORMATIO Formative Assessment You will do a 5-minute presentation outlining the plan for your summative assessment to a group of peers who will provide constructive verbal feedback.

3 Summative Assessment The summative assessment will consist of a 40minute conference style presentation and facilitated debate You will select a complex case from clinical placement. Complex will be defined as: - a patient with more than one unrelated pathologies a patient with a single pathology affecting multiple systems a patient whose personal, cognitive, psychological or social circumstances significantly impact on their management. You will present your case study with consideration of the pathophysiology and its relation to a defined problem list. You will be expected to critically reflect on the factors, which influenced your clinical decision making and, appraising both evidence and knowledge gained through the module, explore a management plan for your case study. Finally you will be expected to debate the role of Physiotherapy in the holistic management of your selected case study Task o.* Short Description of Task 1 conference style presentation and facilitated debate SI Code EX/CW/PR Task Weighting Word Count or Inmodule % Exam retrieval Duration** available PR mins FEEDBACK Students will receive feedback on their performance in the following ways Presentations will be uploaded electronically to blackboard on the day of the viva. Summative feedback will normally be received within 3 weeks of the submission and will be delivered through grade centre. Students will receive feedback on their performance in the following ways: - Peer feedback will be provided following the formative presentation. Individual feedback will be provided following the summative assessment

4 LEARIG RESOURCES FOR THIS MODULE (ICLUDIG READIG LISTS) Clinical judgement and Decision Making JOES, Mark and RIVETT, Darren (2004). Clinical Reasoning for Manual Therapists. Butterworth-Heinemann, Edinburgh. HERBERT, Rob, et al. (2012). Practical evidence based physiotherapy, 2 nd Edinburgh, Churchill Livingstone Elsevier. ed., FERADEZ, Ritin, et al. (2012). Goal setting in cardiac rehabilitation: implications for clinical practice. [online]. Contemporary urse, 43 (1), LOFTUS, Stephen (2012). Rethinking clinical reasoning; time for a dialogical turn. [online]. Medical Education, 46 (12), SIEGERT, Richard and TAYLOR, William (2004). Theoretical aspects of goal-setting and motivation in rehabilitation. [online]. Disability and Rehabilitation. [online]. 26 (1), 1-8. eurological Physiotherapy CARR, Janet and SHEPHERD, Roberta (2010). eurological Rehabilitation, Optimising Motor Performance. 2 nd ed., Edinburgh, Churchill Livingstone. CHRISTIE SMITH, AITA WATSO, LOUISE COETT eurological Physiotherapy, in Stuart Porter (Ed) (2013) In: Tidy's Physiotherapy chapter 26, pp [ebook] EDWARDS, Susan, (2002). eurological physiotherapy: a problem-solving approach. 2 nd ed., Edinburgh, Churchill Livingston. GJELSVIK, B. (2008) The Bobath Concept in Adult eurology. Thieme.ew York. [ebook] LIDSAY, Kenneth (2010). eurology and eurosurgery illustrated. 5 th ed., Edinburgh : Churchill Livingstone Elsevier. McBEA, Douglas and VA WIJCK, Fredericke (eds.) (2013). Applied eurosciences for the Allied Health Professions. [online]. Oxford : Churchill Livingstone SCHUMWAY-COOK, Anne and WOOLACOTT, Marjorie (2011). Motor Control: translating research into clinical practice. 4 th ed., London, Lippincott Williams and Wilkins. STOKES, MARIA, STACK EMMA (2011) (3RD Edition) Physical management for neurological conditions. Churchill Livingston, London [ebook] Musculoskeletal Physiotherapy

5 EVERETT, Tony and KELL, Clare (2010). Human movement, an introductory text. 6 th ed., Edinburgh, Churchill Livingstone. TIDY, oel M. (2013). Tidy's Physiotherapy. [online]. Edinburgh, Saunders Elsevier. KISER, Carolyn and COLBY, Lyn A. (2012). Therapeutic Exercise: Foundations and Techniques 6th Ed. Philadelphia, Davis Company. McKEZIE, Robin and MAY, Stephen (2006). The cervical and thoracic spine, Mechanical diagnosis and therapy. 2 nd ed., Raumati Beach: Spinal Publications ew Zealand Ltd. McKEZIE, Robin and MAY, Stephen (2003). The lumbar spine: mechanical diagnosis and therapy. 2 nd ed., Waikanae : Spinal. McKEZIE, Robin and MAY, Stephen (2000). The human extremities; mechanical diagnosis and therapy. Waikanae, Spinal Publications Ltd. PETTY, icola (ed.) (2011). euromusculoskeletal Examination and Assessment, a handbook for therapists. 4 th ed., Edinburgh, Churchill Livingstone. PETTY, icola (ed.) (2011). Principles of euromusculoskeletal treatment and management: a guide for therapists. 2 nd ed., Edinburgh, Churchill Livingstone. SHAMLEY, Delva (ed.) (2005). Pathophysiology, an essential text of the allied health professions. Edinburgh, Elsevier/Butterworth-Heinemann. SOLOMO, Louis (2001). Apley's system of orthopaedics and fractures. [online]. 9 th ed., London, Hodder Arnold. Respiratory Therapy BOURKE, S.J. (2011). Respiratory Medicine. 8 th ed., Chichester, Wiley-Blackwell. GORMLEY, John and HUSSEY, Juliet (2005). Exercise Therapy: prevention and treatment of disease. Oxford, Blackwell Publishing. HARDE Beverley (2004). Emergency Physiotherapy. Edinburgh, Churchill Livingstone. HOUGH, Alexandra (2013). Physiotherapy in respiratory and cardiac care : an evidence-based approach. 4 th ed., Andover : Cengage Learning. MCARDLE, William, KATCH, Frank I. and KATCH, Victor L. (2006). Essentials of Exercise Physiology. 3 rd ed., Philadelphia, Lippincott, Williams and Wilkins. PATEL, Harish, GWILT, Catherine and McGOWA, Pippa (2008). Respiratory System. 3 rd ed., Edinburgh, Mosby.

6 PRYOR, Jennifer A. and PRASAD, S Ammani (2002). Physiotherapy for Respiratory and Cardiac Problems: Adults and paediatrics. 3 rd ed., Edinburgh: Churchill Livingstone Elsevier. WEST, John B. (2012). Respiratory Physiology - the Essentials. 9 th ed., London, Lippincott, Williams and Wilkins WEST, John B. (2012). Pulmonary Pathophysiology - the Essentials. 8 th Philadelphia: Lippincott, Williams and Wilkins ed., REVISIOS Date May 2016 Reason Confirmed in MSc Physiotherapy validation

7 SECTIO 2 MODULE IFORMATIO FOR STAFF OLY MODULE DELIVERY AD ASSESSMET MAAGEMET IFORMATIO MODULE STATUS - IDICATE IF AY CHAGES BEIG MADE EW MODULE Y EXISTIG MODULE - O CHAGE Title Change Level Change Credit Change Assessment Pattern Change Change to Delivery Pattern Date the changes (or new module) will be implemented Jun 2018 MODULE DELIVERY PATTER - 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 Jun 2018 Sept 2018 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 Y What proportion of the module is taught by these non-shu staff, expressed as a percentage? MODULE ASSESSMET IFORMATIO Indicate how the module will be marked *Overall PERCETAGE Mark of 50% Y *Overall PASS / FAIL Grade *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 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. FIAL 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 o. 1 O-STADARD ASSESSMET PATTERS MARK 'X' I BOX IF MODULE ASSESSMET PATTER IS O STADARD, eg MODEL B, ALL TASKS MUST BE PASSED AT 50%. B: on-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance. notes.