Please view the disclaimer. /
AWARD and COURSE TITLE / MSc Applying Physiotherapy (Practice Based)
INTERMEDIATE AWARDS / PG Cert Applying Physiotherapy (Practice Based)
PG Dip Applying Physiotherapy (Practice Based)
Name of the Teaching Institution / Sheffield Hallam University
Faculty and Department / HWB /AHP
Mode(s) of Attendance
(eg. FT/PT/SW/DL) / DL
UCAS CODE
Professional/Statutory/Regulatory Body Recognising this Programme
QAA Subject Benchmark Statement or other relevant external reference point / Masters level 7
Date of Validation / May 2011
1PROGRAMME AIMS
1.1To offer a flexible and wide ranging educational opportunity for practitioners, that reflects the continually evolving nature of practice
1.2To enhance proficiency and effectiveness as a learner and as a practitioner within an increasingly e-enabled environment
1.3To improve and consolidate critical reflection and clinical reasoning skills to enable practitioners to utilise evidence critically to justify professional practice
1.4To create a learning environment that allows you to share ideas and experiences and promotes peer discussion, feedback and support.
1.5To provide an opportunity to enhance professional practice and support continued professional development.
1.6To widen opportunities for participation in Masters level learning to enhance employability at home and internationally
2PROGRAMME LEARNING OUTCOMES
2.1Knowledge and understanding covered within the Programme. By the end of the programme you will be able to :
2.1.1Critically debate current theories and concepts underpinning professional practice and demonstrate new insights into complex and conceptually challenging developments in clinical practice
2.1.2Apply specialist knowledge and understanding to challenging and complex problems in practice settings using evidence based practice and clinical reasoning
2.1.3Identify and critically discuss the key principles, assumptions and concepts upon which clinical decisions are based
2.1.4Utilise skills of independent and critical enquiry and critical analysis in order to evaluate professional practice.
2.1.5Critically evaluate and synthesise a comprehensive range of research literature and the theories underpinning current concepts in the holistic management of "patient dysfunction and limitation of activity and participation"
2.2 Intellectual/Subject/Professional/Key skills covered within the Programme:
2.2.1 Intellectual
By the end of the programme you will be able to :
2.2.1.1 Make informed judgements about professional practice through critical evaluation of theories and concepts presented within the evidence base and through critical reflection of own and others practice
2.2.1.2 Locate, select, evaluate and synthesise a range of information appropriate to clinical practice
2.2.1.3 Formulate and organise an appropriate study framework within which to critically investigate a selected relevant topic in depth
2.2.1.4 Plan, implement and evaluate clinical and research activities within given timescales.
2.2.1.5 Make independent,reasoned and justified judgements related to practice situations for yourself and others.
2.2.2Subject specific and Professional Skills
By the end of the programme you will be able to :
2.2.2.1Justify effective and innovative physiotherapeutic management strategies utilising current literature and clinical reasoning
2.2.2.2Critically reflect on and evaluate external factors that impact on physiotherapy practice and upon health and social care in a variety of contexts.
2.2.2.3Identify, analyse and deal with complex problems relevant to physiotherapy practice and evaluate possible solutions.
2.2.2.4Critically reflect on the physiotherapy management of complex scenarios and situations in clinical practice, evaluate underpinning theory and policy, and analyse the factors influencing outcome.
2.2.2.5Critically reflect on key learning experiences and evaluate how these have influenced your physiotherapy practice, identifying any development needs as a result of this, and seeking and acting on feedback from others where applicable.
2.2.2.6Use knowledge, skills and evidence to work as an autonomous physiotherapist
2.2.3 Key Skills
By the end of the programme you will be able to :
2.2.3.1Critically use a variety of information sources to access new knowledge, concepts and using this, justify your practice.
2.2.3.2Utilise and reflect upon your IT, language and numeracy skills in relation to your role(s) within practice and yourself as a learner.
2.2.3.3Effectively use and critically reflect upon the interpersonal and communication skills required by a team member in an inter-professional environment.
2.2.3.4Apply considered, efficient and effective problem solving strategies to complex professional situations.
2.2.3.5Plan, implement and evaluate clinical and research activities within given timescales.
2.2.3.6Communicate and present arguments and ideas in a format suitable for the engagement of an academic and professional audience.
3LEARNING, TEACHING AND ASSESSMENT
3.1The approach to Learning and Teaching within the Programme
The philosophy and approach to learning and teaching for this programme of awards is informed by the University's Learning and Teaching Strategy ( 2006) and aims to:-
- Foster collaboration between students and staff to ensure that successful learning takes place in a diverse and vibrant learning community
- Enable your acquisition of high level critical abilities
- Support and facilitate you to become autonomous in your studies
- Provide enhanced study skills support and guidance, appropriate for postgraduate students
- Provide a variety of opportunities for you, as you progress through your studies, to develop and demonstrate advanced skills of critical thinking, problem solving abilities, creativity and innovation
- Facilitate achievement of module learning outcomes, by the provision of appropriately focused learning and assessment activities
- Ensure your learning experience enhances your employability and career prospects.
This programme is founded on the premise that many students who fulfil the entry requirements bring with them not only a personal desire for development but also educational and professional experience. The mix of graduates will produce a global ethos to the course, as each will have their own understanding of the issues raised within the programme. It is anticipated that the programme will develop the students’ professional skills and enhance the recognition of the value of the experiences of others to bring added value to the students’ existing and future posts following completion of the course.
From an educational perspective the programme adopts principles of adult learning, which means the responsibility for learning rests with the student to develop into the "active learner". This is the expectation of the university and means that the student will develop further the autonomous and reflective skills that are required to work within healthcare. A vibrant, challenging and supportive learning environment has been incorporated into this programme to facilitate the ability to demonstrate the achievement of the programme aims and learning outcomes.
Specific details of the approach to learning and teaching may be found in each of the module descriptors. The programme will utilise a combined approach to learning, with some modules delivered through a combined face to face and distance learning approach and some pure distance learning (DL). The main vehicle to support this will be the University's virtual learning environment (Blackboard). Specifically, Blackboard is used to deliver essential learning materials and provide links to further supporting resources e.g. careers central on-line. A variety of learning material formats are used to introduce key concepts and theories, as well as demonstrate, through case examples, the practical application of the topics and areas discussed.
Asynchronous and synchronous communication tools will be used to foster an active learning environment and facilitate further discussion within the student group; providing an opportunity to share ideas and experiences.Application of learning and justifications for changes in practice are strengthened by the use of such questioning and debate, which reflects approaches encountered in the clinical environment. A series of structured online activities (e-tivities) provide a framework for active and interactive online learning(Salmon, 2004). These e-tivities are supported by the use of e-moderators who guide students through opportunities to develop learning and make meaning of the information provided.
The approach to teaching throughout the MSc will facilitate active and independent learning and attempt to enhance the transition of academic experience to clinical practice.
Examples of this are :-
3.1.1 Tutor-led / Tutor- directed learning: This will be utilised to deliver and revise key underpinning knowledge in relation to contemporary developments in physiotherapy. This will include tutor led sessions that are aimed at developing “active” learning to ensure that the students fully engage with the learning process. These sessions allow them to experience a wide range of learning opportunities in respect of content, delivery methods and contemporary perspectives. It is envisaged this strategy will be used face to face at the beginning of the course to establish a learning community and also for any practical based modules selected by students. in the second summer school. However it is recognised that combined with face to face learning, students will be encouraged to challenge and discuss ideas throughout the programme with the opportunity to develop a forward thinking through tutor directed learning. As students develop, the chance to question, explain and explore topics will be used as a method of promoting their learning experience. Tutor directed on-line discussions or webchats will facilitate this in the distance learning aspects of the programme.
3.1.2 Student learning: Active learning will be fostered in taught modules, DL modules and any practice learning opportunities. This will be enhanced through activities undertaken in seminars, workshops or e-tivities (such as blogs or wikis) where students are encouraged to share practice and develop new thinking and approaches. Students will be encouraged to ground new learning in the context of their practice to date and the opportunity to learn with students from a range of diverse and culturally different experiences will be actively developed to enhance wider understanding of the scope of physiotherapy practice.
3.1.3 Collaboration:Students will be encouraged to develop their collaboration skills and experiences from previous undergraduate studies and encouraged to discuss ideas throughout the programme . These will be challenged by peers and academic staff to question, explain and explore topics under consideration. They will be encouraged to reflect on the development of their professional practice and that of others to demonstrate learning. Application of learning and the justifications for changes in practice will be strengthened by the use of reflection, questioning, student-led presentations, on-line discussion. On-line and face to face group work will be utilised in some modules to further enhance collaboration.
3.1.4 Work Based Learning: The course recognises the value of clinical experience in embedding the concepts under discussion. This learning experience is emphasized by assessments that facilitate reflection and subsequent integration into clinical practice. Discussion of case studies and personal experiences will be strongly drawn upon to enable students to learn from each other and promote the application of academic based learning to professional practice scenarios. This will help to identify and form links between academic learning and the practice context as well as focusing on areas for future personal development.
The course offers an opportunity through the elective clinical placement module to access clinical practice and support their academic learning by applying this in practice. Working within physiotherapy healthcare in its many forms will expose students to their own professional and multi-professional aspects to their clinical practice. The learning experience on placement will allow students to work effectively in a supported environment with constructive feedback on their experience from their clinical educators. This experiential learning via clinical education is a key component in the refinement of clinical skills and provides the mechanism by which academic theoretical concepts are integrated with practice to facilitate development in the workplace.
Placement sites will be in the students home country where they are registered to practice, but outside their normal place of work and organised by the student themselves. All placement sites and mentors will be agreed by the placement module leader to ensure that the selected placements will provide an appropriate clinical experience. In- country mentors will be provided with information about the course and the specific requirements of the placement module. The assessment criteria will be made available to the mentors to support them in the formative assessment of student performance. Electronic communication between the academic team, clinical mentors and students will be available throughout each placement to ensure continued support. Further details of the placement organisation can be found on page 147.
3.1.5 Development of Autonomous Learning Skills: The teaching and learning strategy for the programme is designed to develop reflective practitioners and allow development of greater responsibility for their own learning to become increasingly autonomous. These concepts will be introduced and revisited within the extended induction package and also embedded within modules. Students are encouraged to explore ideas and experiences throughout the programme and are regularly challenged by academic staff and peers in a supportive atmosphere to question, explain and explore topics under consideration.
This development is embedded into the learning and teaching strategies utilised within the programme. The complexity of the extent of physiotherapy requires practitioners who understand the need to work autonomously yet within the framework of a team. The progression of the programme allows students to take responsibility for their own learning.
The programme aims to enable students to recognise the need to develop the ability to act autonomously in the context of their physiotherapy professional duties and to be able to take responsibility for their own learning and development. Active learning will be a focus of the programme where students are encouraged to share ideas and develop new thinking and approaches to treatment. The mix of overseas and home graduates will provide a stimulating learning environment. Progression on the programme allows for increasing independent learning and research culminating in the Dissertation (Physiotherapy) module that requires the engagement in autonomous learning.
3.1.6 Virtual Learning Environment : An ‘e-based’ approach to learning, teaching and assessment (LTA) is adopted for part or all of the modules and a number of approaches and resources are utilised to ensure ‘effective e-learning’ takes place. Interactivity with tutors and peers, creating a dialogue rich environment and providing regular and timely feedback are key components of the overall strategy. As highlighted by Gibbs and Simpson (2004) this is especially important for distance learning education. The effective and innovative use of e-learning technology is essential in facilitating this and is firmly embedded throughout the programme. Advances in e-technology are also used to create variety and maintain interest in the learning materials provided e.g. the use of audio and video podcasts.
The overall aim of this approach to LTA is to provide an educational environment which maximises successful learning and opportunities for learning. It enables you to develop as an autonomous learner, taking an active role in the learning process and responsibility for your own Individual Learning Plan (ILP).
The course and all modules have their own dedicated Blackboard sites allowing access for all students and forming the basis of the VLE for students. This medium is used to support and enhance face to face and DL delivery. The sites have a wealth of module information, module resources, student support, reading lists, links to appropriate electronic journals, articles and e books, websites and guidance regarding assessment. This list is not exhaustive as other methods of support are constantly being devised such as wikis and blogs. Initial introduction and guidance in the use of VLEs will be provided at induction onwards.
Modules within the course have been designed to be supported or delivered by the VLE and offer the opportunity for students to access video clips, patient and service user stories to enhance understanding and context of practice of physiotherapy. As a learning tool this has the capability of promoting students self-learning and the stimulation of discussion in subsequent sessions.
Online support is based upon Salmon's (2004) 5 stage model for on-line learning:
Access and motivation
Online socialisation
Information exchange
Knowledge construction
Development
Initial summer schools will initiate engagement with the tools and problem -solve most ability issues. The summer school will also fast track the building of community and group interaction prior to the full distance learning. Relationships with fellow students and the academic team will be fostered in the university and transferred to the on-line community through working within modules as well as
ongoing tutor support and personal development planning introduced during the extended induction period. Use of biographies and regular blogs from the course team on both academic and social aspects will engender the community, whilst students will be encouraged to use specified chat forums for social interaction. All modules with a distance learning aspect will include the use of small group discussions in a variety of formats to facilitate knowledge sharing. Further collaboration will be sought through group e-tivities and peer feedback. Development of peer feedback skills will be introduced within the extended induction as part of the making sense of feedback session. This will be revisited within modules both in the face to face and on-line environments to enable students to further develop theses skills and use this feedback to develop knowledge understanding and clinical reasoning skills.
Overall modules are designed to be sequential and build knowledge so that by the Dissertation (Physiotherapy) stage of the MSc students are able to integrate and reflect learning from a variety of modules into their final work.
3.1.7 Inter-professional application
The programme leads to an award in Physiotherapy and recognises the value of the inter-professional team within the context of physiotherapy and wider health and social care environments. All modules build on the knowledge and experience that students bring to the sessions and use this to develop an understanding of other health professionals’ skills and expertise. Physiotherapy students will be learning alongside Occupational therapy and diagnostic radiography students in several modules.