Programme Specification
This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.Sources of information on the programme can be found in Section 17
- Awarding Institution / Body
- Teaching Institution and Location of Delivery
- University School/Centre
- External Accreditation
- Title of Final Award
- Modes of Attendance offered
Part time
- UCAS Code
Course Code B160
- Relevant Subject Benchmarking Group(s)
- Other external influences
Higher Education Qualifications Framework
NHS KSF
WHO Framework for Action on Interprofessional Education & Collaborative Practice
- Date of production/revision of this form
- Aims of the Programme
The aims of this programme are to deliver a graduate who:
[numbers in red brackets refer to WHO learning outcomes, from WHO (2010) Framework for Action on Interprofessional Education and Collaborative Practice. Geneva, WHO Press, page 26)
- Is able to apply a critical and enquiring approach to the complex body of knowledge which informs international contemporary physiotherapy practice.[1-6]
- Demonstrates the skills, competence, attitudes and behaviours which meet the requirements of relevant UK professional and regulatory bodies.1-6]
- Delivers safe and effective person-centred physiotherapy informed by critical analysis of the best available evidence[5]
- Responds to a changing employment market, collaborates effectively with others[6], and leads innovation and improvement to influence the international health and well-being agenda[1] to economic sustainability
- Learning Outcomes, Teaching, Learning and Assessment Methods
A.Knowledge and Understanding
A1. Apply & evaluate knowledge relevant to Physiotherapy practice[2]
A2. Critically evaluate national and international policies and health agendas in order to contribute to informed debate and influence Physiotherapy practice[2]
Teaching and Learning Methods
- Key lectures
- Seminar sessions, including small group discussion, debate, journal clubs
- Directed study
- Practical skills sessions, applying theoretical knowledge to practical ability
- Practice based learning
- Blackboard
- E-portfolios
Assessment methods
- Written assignments
- Written examinations
- Online examinations
- Presentations (group and individual)
- Practical examinations
- Viva examinations
- Practice based learning assessment
- E-portfolio/PDP
B.Subject-specific skills
B1. Effectively demonstrate technical ability in the application of a range of graduate level
physiotherapy skills
B2. Modify practical and professional skills appropriately, taking a person-centred, population centred or community centred approach [5]
B3. Adapt physiotherapy in a range of environments to ensure safe, effective, person-centred and, where possible, environmentally sustainable practice[5]
B4. Critically reflect, select and use appropriate methods to evaluate physiotherapy practice[4]
B5. Discuss, appraise and implement legal and ethical principles in practice[6]
B6 Facilitate change through innovation/entrepreneurship in order to create improvement in health and well-being impacting positively on economic sustainability.
Teaching and Learning Methods
- Seminar sessions, including small group discussion, debate, journal clubs, service user meetings
- Directed study
- Practical skills sessions
- Practice based learning
Assessment methods
- Written assignments
- Presentations (group and individual)
- Practical examinations
- Viva examinations
- Practice based learning assessment
C.Thinking Skills
C1. Evaluate knowledge and best available evidence using critical appraisal and problem solving
C2. Justify appropriate application of the complex body of knowledge through effective reasoning
C3. Justify the use of graduate level practical and professional skills using effective clinical reasoning[3]
C4. Debate the impact of local, national and international change on global Physiotherapy practice
Teaching and Learning Methods
- Key lectures
- Seminar sessions, including small group discussion, debate, journal clubs
- Online learning sessions
- Directed study
- Practical skills sessions
- Practice based learning
Assessment methods
- Written assignments
- Presentations (group and individual)
- Practical examinations
- Viva examinations
- Practice based learning assessment
D.Other skills relevant to employability and personal development
D1. Demonstrate exemplary attitudes and behaviours in all professional and personal contexts[1-6]
D2. Access, appraise and apply best available evidence to practice
D3. Demonstrate a flexible and adaptable approach to employment
D4. Effectively plan, implement and evaluate work undertaken independently or with others[1-6]
D5. Demonstrate self-awareness and ability to reflect on own performance and plan lifelong learning.[4]
D6. Utilise a range of communication strategies, tailored appropriately to a variety of contexts.[3]
D7. Develop and maintain a current professional portfolio
D8. Develop and utilise skills in clinical leadership.
Teaching and Learning Methods
- Key lectures
- Seminar sessions, including small group discussion, debate, journal clubs
- Online learning sessions
- Directed study
- Practical skills sessions
- Practice based learning
- Service user involvement
Assessment methods
- Written assignments
- Online examinations
- Presentations (group and individual)
- Practical examinations
- Viva examinations
- Practice based learning assessment
- Portfolio Assessment
- Programme Structures
Level / Module Code / Module Title / Credit rating
Level 6 / PU3001
PU3002
PU3020
PU3003
PU3914
TL3102
PU3004 / Physiotherapy practicebased learning 3
Physiotherapy practicebased learning 4
Physical Activity and Health
Skills for Clinical leadership and business
Single Research Project
Dissertation
Mentoring in the workplace / 20
20
20
20
20
40 (from 2014-15)
20 / Bachelor Honours Degree in Physiotherapy
Requires 360 credits including a minimum of 220 at Level 5 or above and 100 at Level 6
.
Bachelor Degree Rehabilitation Studies
Requires 320 credits including a minimum of 180 at Level 5 or above and 60 at Level 6
Level 5 / PU2001
PU2002
PU2003
PU2004
PU2016
PU2005
PU2006 / Promoting Public Health
Physiotherapy Management (Neuromusculoskeletal)
Physiology, Pathology and physiotherapy management (Cardiovascular Respiratory)
Physiotherapy Management (Complex needs)
Research Methods 2
Physiotherapy practice based learning 1
Physiotherapy practicebased learning 2 / 10
20
20
10
20
20
20 / Diploma of Higher Education
Requires 240 credits including a minimum of 100 at Level 5 or above
Level 4 / PU1001
PU1004
PU1002
PU1003
PU1005
PU1011 / Anatomy
Physiology and Pathology (Neuromusculoskeletal)
Research Methods 1
Issues in Professional Practice 1
Physiotherapeutic skills (Neuromusculoskeletal)
Therapeutic Exercise / 20
20
20
20
20
20 / Certificate of Higher Education
Requires 120 credits at Level 4 or above
Programme Structure
Part Time Route
Level 6 (Year 5) / XS3900
PU3004 / Dissertation
Mentoring in the workplace / 20
20
Level 6 (Year 4) / PU3001
PU3020
PU3002
PU3003 / Physiotherapy Practice based learning 3
Physical Activity and Health
Physiotherapy Practice based learning 4
Skills for Clinical Leadership and Business / 20
20
20
20
Level 5 (Year 3) / PU2001
PU2003
PU2004
PU2005
PU2006 / Promoting Public Health
Physiology, Pathology and physiotherapy management (Cardiovascular Respiratory)
Physiotherapy Management (Complex needs)
Physiotherapy practice based learning 1
Physiotherapy practice based learning 2 / 10
20
10
20
20
Level 4/ Level 5 (Year 2) / PU2002
PU2016
PU1011
PU1002 / Physiotherapy Management (Neuromusculoskeletal)(5)
Research Methods 2 (5)
Therapuetic Exercise (4)
Research Methods 1 (4) / 20
20
20
20
Level 4 (Year 1) / PU1001
PU1004
PU1003
PU1005 / Anatomy
Physiology and Pathology (Neuromusculoskeletal)
Issues in Professional Practice 1
Physiotherapeutic Skills (Neuromusculoskeletal) / 20
20
20
20
15.Personal Development Planning
Personal development planning is an integral part of the programme and will be facilitated by the student’s personal tutor and the completion of an electronic portfolio over the three years of the programme. Students will be introduced to this at the beginning of the programme as part of Issues in Professional Practice 1, when they will complete a learning styles questionnaire and identify their personal strengths and weaknesses and strategies to develop in these areas.
Students will also complete the University Employability Skills Assessment at regular intervals in conjunction with their personal tutor, in order to monitor their development of transferable employability skills, and highlight areas that need further input either by personal tutor or other University services.
Clinical placement experience forms the cornerstone of the PDP process. Students will develop major parts of their portfolio in these modules, and the electronic portfolio will form a pass-fail component of these modules
Following these clinical experiences, students will be allocated group reflection time and 1:1 time with their personal tutor to discuss and reflect on their on-going development plan.
As well as the outlined support for PDP, students will be encouraged to form action learning sets, in order for them to continually reflect on and discuss their practice. These are seen as a method of fast-tracking thought processes, using others as sounding boards to help develop clarity and direction. Students will be introduced to the format and structure of Action Learning Sets in Issues in Professional Practice 1Professional Practice 1 module, and encouraged to use this method to support their learning and development across the programme.
16.Admissions criteria
Programme Specifications include minimum entry requirements, including academic qualifications, together with appropriate experience and skills required for entry to study. These criteria may be expressed as a range rather than a specific grade. Amendments to entry requirements may have been made after these documents were published and you should consult the University’s website for the most up to date information.
Students will be informed of their personal minimum entry criteria in their offer letter.
Anyone over the age of 18 can apply. In keeping with UCLan widening participation initiative, applications from both school leavers and mature candidates are welcomed and a wide range of entry qualifications are accepted.
School Leavers
- GCSE/O Level: 7 passes at grade B or above to include English Language, Mathematics and Science
- A level (A2): 3 passes at grade ABB including once Science, Biology/Human Biology is preferred however Psychology, Sociology & PE are acceptable. (General Studies not included).
- BTEC ND: DDM profile
- Irish Leaving Certificate: AAABB (including Biology)
- Scottish Highers: ABBBB (including Biology)
- International Baccalaureate: 34 points
- Where more than three years has elapsed since obtaining your academic qualifications, evidence of recent study is required at the time of your application
- All applicants must hold GCSE/O Level Mathematics and English Language at grade C or above.
- A relevant first degree: 2:1 level
- Access to higher Education in a relevant subject (allied health, professions allied to medicine): at least 40 credits at level 3 at distinction level
- Open University or other accepted distance learning qualification (on discussion with Admissions Tutor)
Applications from individuals with non-standard qualification, relevant work or life experience and who can demonstrate the ability to cope with and benefit from degree-level study are welcome. If you have not studied recently you may need to undertake some study prior to application.
Overseas applicants
If English is not your first language, you will require, in addition to other entry requirements, International English Language Testing System (IELTS) of 7 with no element below 6.5
Accreditation of Prior Learning
You may be able to claim for learning acquired through previous formal study via a process called Accreditation of Prior Certificate Learning (or AP(C)L)and for learning gained through other life experiences and study which has not formally been assessed via Accreditation of Prior Experiential Learning (AP(E)L).
To be given credit on the programme, such previous learning needs to be at Higher Education level or have the potential to reach that level with further study and reflection. Applicants must show how their past learning enables them to meet the published learning outcomes. See
NB
All offers made for this programme are subject to satisfactory interview, satisfactory enhanced Criminal Records Bureau Disclosure and satisfactory medical screening.
17.Key sources of information about the programme
- UCAS website
- School of Sport Tourism and the Outdoors website
- Fact sheet
- UCLan undergraduate prospectus
- UCLan website:
18.Curriculum Skills Map
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Level / Module Code / Module Title / Core (C), Compulsory (COMP) or Option (O) / Programme Learning Outcomes
Knowledge and understanding / Subject-specific Skills / Thinking Skills / Other skills relevant to employability and personal development
A1 / A2 / B1 / B2 / B3 / B4 / B5 / B6 / C1 / C2 / C3 / C4 / D1 / D2 / D3 / D4 / D5 / D6 / D7 / D8
e.g. LEVEL 6 / Physiotherapy practicebased learning 3 / COMP / / / / / / / / / / / / / / / / / /
Physiotherapy practicebased learning 4 / COMP / / / / / / / / / / / / / / / / / /
Physical Activity and Health / COMP / / / / / / / / / / / / / /
Skills for Clinical leadership and Business / COMP / / / / / / / / / / / / / / / / / / / /
TL3102 Dissertation (40 credits) / O / / / / / / / /
XS3900 Dissertation (20 credits) / O / / / / / / / /
Mentoring in the workplace / O / / / / / / / / / / / / /
e.g. LEVEL 5 / Promoting Public Health / COMP / / / / / / / / / / / / / / / /
Physiotherapy Management (Complex Needs) / COMP / / / / / / / / / / / / / /
Physiotherapy Management (Neuromusculoskeletal) / COMP / / / / / / / / / / / /
Physiology, Pathology and Physiotherapy Management (Cardiovascular-respiratory) / / / / / / / / / / / /
Research methods 2 / COMP / / / / / /
Physiotherapy practice based learning 1 / COMP / / / / / / / / / / / / / / /
Physiotherapy practice based learning 2 / COMP / / / / / / / / / / / / / / / /
18.Curriculum Skills Map (Continued)
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Level / Module Code / Module Title / Core (C), Compulsory (COMP) or Option (O) / Programme Learning Outcomes
Knowledge and understanding / Subject-specific Skills / Thinking Skills / Other skills relevant to employability and personal development
A1 / A2 / B1 / B2 / B3 / B4 / B5 / B6 / C1 / C2 / C3 / C4 / D1 / D2 / D3 / D4 / D5 / D6 / D7
e.g. LEVEL 4 / Anatomy / COMP / /
Physiology and Pathology (Neuromusculoskeletal) / COMP / /
Research Methods 1 / COMP / / / / / /
Issues in Professional Practice 1 / COMP / / / / / / / / / / / /
Physiotherapy Skills (Neuromusculoskeletal) / COMP / / / / / / /
Therapeutic Exercise / COMP / / / / / / / / /
Note:Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks