Advancing clinical reasoning in physiotherapy (ACRP) SI MODULE CODE CREDITS 30 LEVEL 7 JACS CODE

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1 Advancing Clinical reasoning In Physiotherapy (ACRP) MODULE DESCRIPTOR TITLE Advancing clinical reasoning in physiotherapy (ACRP) SI MODULE CODE CREDITS 30 LEVEL 7 JACS CODE B160 SUBJECT GROUP AHP DEPARTMET Physiotherapy MODULE LEADER icky Snowdon 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 The aim of the module is to enhance your effective assessment, planning, implementing and evaluating of advanced physiotherapeutic interventions through the use of critical evaluation of evidence base practice and clinical reasoning skills. There is a requirement that you pass Clinical reasoning in Physiotherapy (year 1 30 credit Module) to attend this module. MODULE LEARIG OUTCOMES By engaging successfully with this module you will be able to: 1. Justify the application of advanced practice skills to a complex clinical scenario. 2. Critically evaluate holistic management and patient centred care and their impact on wider therapy services. 3. Critically evaluate and apply key theoretical perspectives under-pinning effective physiotherapy management and advanced clinical reasoning.

2 4. Critically reflect on your own practice skills as an autonomous practitioner and the holistic management of the complex patient. 5. Identify the implications of the biopsychosocial model and cultural diversity within physiotherapeutic practice. IDICATIVE COTET Different models of clinical reasoning- may include hypothetical-deductive reasoning, pattern recognition, Bio-psychosocial approach and collaborative reasoning. Approaches to practice within different specialities of physiotherapy 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 Advanced Movement analysis/ Functional Task analysis Advanced practical handling skills and approaches Clinical assessment and treatment skills of the complex patient Patient education and preventative / self -management strategies Understanding current medical management of common pathologies (e.g. MS, PD, LBP, COPD) and the impact on physiotherapeutic management. 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 s-e.g. Behavioural science - cognitive therapies.

3 Collaborative decision making, active listening/negotiation/problem solving skills Critically analyse bio-psychosocial and cultural factors impacting on services users. Pathologies Assessment and management of normal and abnormal tone Complex pathologies in neurology e.g. TBI/ABI, SCI, GB Advanced/complex Pathologies within MSK: (e.g. OA, RA, capsulitis, rotator -cuff injuries) fractures/joint replacements OA/ RA / LBP/soft tissue injuries, neurodynamics Advanced/complex Pathologies in Respiratory e.g. CF, the ventilated patient. 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. LEARIG, TEACHIG AD ASSESSMET - STRATEGY AD METHODS You 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-to-face 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.

4 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

5 Formative activities/feedback Throughout the module active participate in formative tasks in preparation for your summative work is expected. This will facilitate learning and development and might include presentations, case study discussions, practical skills, and reflection. ASSESSMET TASK IFORMATIO ASSESSMET TASK IFORMATIO Task o.* Short Description of Task SI Code EX/CW/PR Task Weighting % Word Count or Exam Duration** 1 Presentation and viva PR 50% 45 minutes 2 Practical assessment PR 50% 45 minutes Presentation and viva The presentation and viva will assess learning outcomes 2, 3 and 5. In-module retrieval available You will present a critical evaluation of the management of a patient that you have worked with on clinical placement. The evaluation will consider the evidence surrounding the clinical management strategies used, the key theories informing your practice and the application of the principles of collaborative practice and patient-centred care. Practical assessment The practical assessment will assess learning outcomes 1 and 4. You will be given a number of case scenarios that are considered to required advanced practice skills. You will be asked to demonstrate some key practice skills for these scenarios and to justify your choice in relation to evidence and possible patient characteristics. You will then reflect upon your own skills for this scenario and for similar patient presentations in your wider clinical practice. *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 Formative feedback from lecturers throughout the face to face sessions Formative feedback via other tutors

6 Summative feedback following assessments that will include the students strengths and areas that they need to develop 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 eurological Physiotherapy texts CARR, Janet and SHEPHERD, Roberta (2010). eurological Rehabilitation, Optimising Motor Performance. 2 nd ed., Edinburgh, Churchill Livingstone. EDWARDS, Susan, (2002). eurological physiotherapy: a problem-solving approach. 2 nd ed., Edinburgh, Churchill Livingston. KADEL, Eric (2013). Principles of eural Science. 5 th Medical ed., London: McGraw-Hill 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 MAGILL, Richard A. and ADERSO, David (2014). Motor Learning Concepts and Application. 10 th ed., Maidenhead : McGraw-Hill Education. ROTHWELL J. C. (1996). Control of Human Voluntary Movement. 2 nd Chapman and Hall. ed., London,

7 SCMIDT, Richard. A. (2011). Motor Control and Learning: A Behavioural Emphasis. 5 th ed., Leeds, Human Kinetics. SCHUMWAY-COOK, Anne and WOOLACOTT, Marjorie (2011). Motor Control: translating research into clinical practice. 4 th ed., London, Lippincott Williams and Wilkins. TIDY, oel M. (2013). Tidy's Physiotherapy. [online]. Edinburgh, Saunders Elsevier. Ryerson S., Levit K. (1997) 1st Ed, Functional Movement Re-education. ew York Churchill Livingston, London. Musculoskeletal Physiotherapy 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.

8 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. 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 Feb 2018 Reason Confirmed in MSc Physiotherapy validation Module Modification - DB2AHP

9 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 Y Change to Delivery Pattern Date the changes (or new module) will be implemented Jan 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 Jan 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 What proportion of the module is taught by these non-shu staff, expressed as a percentage? Y /A 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 o2 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.