BSc (Hons) Physiotherapy

01 Sep 2022 - 31 Aug 2028

Course Leader Rhys Shorney
Course Team
Awarding Body University of South Wales
Teaching Institutions University of South Wales
Modes of Study Part Time

Document Version

Version 1
Valid From 01 Sep 2022
Valid To 31 Aug 2028

QAA Benchmarks

The course has been developed to prepare students to fulfil the role of a Physiotherapist and, on successful completion, be eligible to apply for registration with the Health Care Professions Council (HCPC). The course has been mapped to ensure it meets the requirements of the HCPC (2017) Standards of Education and Training, the HCPC (2013) Standards of Proficiency for Physiotherapy (with draft proposed 2022 amendments incorporated), the Chartered Society of Physiotherapy (CSP) (2020) Learning and Development Principles for CSP Accreditation of Qualifying Programmes in Physiotherapy and the CSP (2011) Physiotherapy Framework: putting physiotherapy behaviours, values, knowledge & skills into practice (updated May 2020).The QAA (2019) Benchmark Statements for Health Studies have been considered. These were all addressed by the HCPC and CSP standards and requirements.

Educational Aim

To support students to develop an evidence-based approach to clinical practice, while embracing the importance of lifelong learning and the role of critical reflection to drive continuous professional development.

To enable students to become autonomous and skilled critical thinkers who are able to deliver clinically reasoned, patient-centred care, across a range of physiotherapy specialist areas, utilising a biopsychosocial model of delivery.

To provide learning experiences that enable the students to meet the HCPC (2013) Standards of Proficiency for Physiotherapists and the CSP (2020) Learning and Development Standards for Pre-registration Education, therefore, meeting all necessary requirements for application to enter the HCPC professional register once graduated

To develop students who are fully engaged with, and committed to, the philosophy of a Healthier Wales, and be confident and dedicated to help healthcare transition to a more proactive health and wellbeing service.

To value how interprofessional working and learning helps fully prepare students to be compassionate leaders and contribute positively within interdisciplinary and multi-agency environments, across a broad range of clinical practice settings.

To provide a course that promotes equality and diversity by adopting a widening access philosophy, while offering academic and pastoral support so that all students have the opportunity to succeed.

Learning Outcomes

A1 Demonstrate a critical understanding of the theories and principles that inform effective Physiotherapy practice.
A2 Critically evaluate and apply the evidence informing best Physiotherapy practice.
A3 Demonstrate a critical understanding of the role of the Physiotherapist in assessing need, delivering and evaluating inclusive care which meets the equality and diversity needs of service users in the context of a Healthier Wales and a proactive health and wellbeing service.
A4 Identify and critically appraise approaches to evaluating, assuring and enhancing the quality of Physiotherapy practice and implement initiatives to improve or enhance the service user’s experience
A5 Demonstrate an in-depth knowledge and understanding of the processes and policies in relation to legal, professional and ethical requirements relating to Physiotherapy.
B1 Critically evaluate the theoretical and research evidence to deliver high quality Physiotherapy practice.
B2 Critically analyse issues in own professional practice that merit further investigation and research.
B3 Exercise critical judgement in the application of new knowledge in the development of own professional practice.
B4 Reflect on and critically analyse own learning to identify further personal and professional development.
B5 Critically assess and analyse data from a variety of sources to inform decision making in Physiotherapy practice.
C1 Practice in a safe, effective, compassionate, and respectful way, maintaining dignity and wellbeing whilst acknowledging equality and diversity by promoting the rights, best interest and independence including choice of language and social inclusion of those receiving Physiotherapy.
C2 Critically evaluate, apply and share best practice, question practice, an appreciation for life-long learning and contribute to improving standards of Physiotherapy practice by acting as a role model in order to instigate positive impact and societal change
C3 Develop collaborative and compassionate leadership, management and supervision skills to lead, change, create, manage and support opportunities to improve future services
C4 Act with professionalism and integrity and work within agreed professional, ethical and legal frameworks and processes to safeguard the public and maintain and improve standards
C5 Develop complex communication and interpersonal skills and strategies to work effectively with those receiving Physiotherapy.
C6 Work and communicate effectively with other professionals, services and agencies in the delivery of integrated occupation based high quality care.
C7 Demonstrate the knowledge, skills and proficiencies identified in the HCPC (2013) Standards of Proficiency for Physiotherapists.

Course Structure

Level 4 Modules

Module Code Module Id Module Title Module Status Credit Value Module Type
AH1S16 MOD012939 Promoting Health and Wellbeing Running 20 core
AH1S17 MOD012940 Anatomy and Physiology Running 20 core
AH1S18 MOD012941 Biopsychosocial Foundations of Physiotherapy Practice Running 20 core
AH1S19 MOD012942 Physiotherapy Assessment Running 20 core
AH1S20 MOD012943 Biomechanics of human movement Running 20 core
AH1S21 MOD012944 Developing Confidence in Physiotherapy Practice Running 20 core

Level 5 Modules

Module Code Module Id Module Title Module Status Credit Value Module Type
AH2D01 MOD012945 Treatment and Rehabilitation Running 40 core
AH2S20 MOD012946 Short-term Conditions Running 20 core
AH2S24 MOD012949 Informed Decision Making in Practice: The Physiotherapist as a skilled practitioner Running 20 core
AH2S25 MOD012948 Research Methods Running 20 core
AH2S26 MOD012947 Professional, Legal and Ethical Issues in Physiotherapy Running 20 core

Level 6 Modules

Module Code Module Id Module Title Module Status Credit Value Module Type
AH3D01 MOD012952 Evidence and Research Based Practice: Initiating and managing evidence-based change and compassionate leadership in Physiotherapy practice Running 40 core
AH3S01 MOD012950 Long-Term Conditions Running 20 core
AH3S03 MOD012953 Managing Physiotherapy Treatment – synthesis and Integration of profession specific learning Running 20 core
AH3S12 MOD012951 Life-long Conditions Running 20 core
AH3S13 MOD012954 Becoming an Autonomous Physiotherapist Running 20 core

Teaching and Assessment

Learning and Teaching Methods

Teaching and LearningDue to the facilitative nature and emphasis on co-creation of learning, students will receive formative feedback throughout their course activities. Workshops and tutorials will provide tutors with the opportunity to identify struggling students and provide additional support where needed. Formative assessment opportunities will be built into the course, enabling students to address deficits prior to summative submission. The constructive alignment of the learning outcomes to the teaching and learning methods and assessment will ensure that students can access and acquire underpinning knowledge and address practice development within normal teaching and learning activities.Learner AnalyticsLearner analytics will be used by the Personal Tutor to measure student’s engagement and progress and provide additional support as required.Office hoursThe Personal Tutor will discuss the preferred method of contact and their availability. Blended learning approaches requires flexible patterns of attendance across a range of learning, teaching and assessment modalities.TutorialsStudents will meet with their Personal Tutor to discuss their development and reflections on practice. These discussions will also facilitate the students’ application of core knowledge and skills to Physiotherapy practice.Seminars Seminars will be part of the blended learning and teaching approach.Formative AssessmentModules throughout the course incorporate formative learning and assessment in order to support an ongoing dialogue with students as they develop their knowledge, skills and proficiency. Simulated activity in the Simulation Centre and Hydra Minerva Suite provides opportunity for feedback to students as they develop their decision-making skills and Physiotherapy assessment, intervention and interviewing skills.In the practice learning environments, students will be expected to demonstrate their knowledge and provide evidence to support their achievement of the Standards of Proficiency for Physiotherapists and will receive regular feedback from their nominated practice educator in relation to their development in practice.Progress meetingsStudents will meet at least once a term with their personal tutor to discuss progression to date and engage with reflective dialogue to evaluate their own performance to date. Additional progress meetings with module leaders or Personal Tutors can be requested and are welcomedResearch SupervisionStudents are allocated an academic supervisor as outlined in the University Policy, that outlines minimum expectations for the supervision of taught dissertation/independent learning projects, ensuring students get a parity of experience. This Policy outlines expectations at a faculty, School, module, supervisor, and student level.Students are allocated an academic supervisor for all summative elements of the course.Online ResourcesAll modules are linked to Unilearn, the USW integrated system, which supports assessment, learning and teaching activities through technology. Video capture, podcasts and short video clips will supplement taught components of courses, providing context and additional learning to support student’s development.Students will also engage with the Digital Virtual Heath Village during interprofessional working and learning and complete a number of online learning packages including safeguarding, service improvement and health improvement packages.

Employer Engagement

Visiting Speakers

Practice staff and service users will be involved in teaching, simulated learning, workshops and assessment. The contribution of visiting speakers is an essential and integral part of the course where specialised aspects of physiotherapy or differing perspectives are offered to students for discussion and debate.
Volunteering

Not a component of this course although a number of students may engage in volunteering in their own time.

Work Placements

Work-based Learning

The school collaborates with a variety of practice partners to facilitate a range of practice learning environments, which support work-based learning. Practice learning experience comprises a minimum of a 1000 hours of the course.

Employer Forums

Each year the School holds a career fayre that brings employers and students together to discuss vacancies and employment opportunities in the NHS setting.

Student Streamlining Scheme
On successful graduation, students will be included within the Student Streamlining Scheme - NHS Wales Shared Services Partnership a scheme which matches students to available NHS jobs, meaning graduates no longer need to submit multiple applications via NHS Jobs to secure their first job in NHS Wales after graduating. This subsequently removes the pressure of applying for and being interviewed for multiple jobs and allows students to indicate their preferred specialities/ locations in one application form

Means of Assessment

Learning Support

Induction

Induction is driven by a set of four University principles, designed to enable students to identify positively with their course and fellow students, provide an introduction to studying at university and support mechanisms surrounding this, and explore expectations for andragogical learning.
Principles include: -
• Transition
• Teambuilding, problem solving and getting to know you
• Our expectation of Students
• The who and how of academic and pastoral support
Staff receive updated guidance annually to help them consider and design meaningful induction activities (Academic Induction Guidance).
A centrally designed workshop, including resources, explores the Universities Values (Professional, Responsive, Creative, Inspiring, Collaborative) is available for all staff to embed into Induction, enabling students to co-create their understanding of the University’s expectations.
In addition, the University’s Academic Blueprint (outlining module and course essentials) also requires courses to design a six- week immersive project, culminating in a summative assessment. This module not only sets the expectations of active, co-created learning but provides an opportunity for early formative and summative feedback, helping identify students that need additional academic support.
Students requiring additional help will be offered the services of the Student Support Service and the Progression Team.

Personal Tutor

Students will be supported throughout their course by a Personal Tutor. The personal tutor is a member of the course team who is given responsibility for a number of students. Personal Tutors will be allocated a group of students following enrolment but prior to induction, to enable early introductions to be made.

The role of the personal tutor is that of coach, adviser, supporter, and advocate and therefore plays a crucial part in ensuring that the student receives appropriate and timely advice and help when experiencing personal and work-related difficulties. The personal tutor, allocated at the start of the student’s programme of study provides continuity and a stable point of reference, providing a safe and secure environment where doubts and anxieties can be expressed. The creation of this safe environment is designed to enable the student to develop personally and professionally and establish a sense of belonging. Fundamental to the role is the relationship between the personal tutor and the student, which should be one of mutual respect, partnership working and trust.

The personal tutor is an invaluable resource for students and serves as their first point of call for any queries they may have about their programme of study. Where the need for additional personal and academic support is identified, Personal tutors refer students to central support services, for example, counselling services, disability and dyslexia support services, Student Development and Study Skills Service.

The personal tutor will have a key role in the student’s personal, practice and professional development throughout the course and have oversight of the students’ progress in both the academic and practice setting. They will have ongoing reflective discussions with the students based on their progress in the academic setting and in the practice setting (identified and recorded within their Practice Assessment Documents). Personal Tutors will also be responsible for monitoring the completion of mandatory training throughout the course and prior to practice placement.

Link Lecturer

During practice learning experiences, additional support can be provided by the Link Lecturer for that placement area. The link lecturer is a member of the Schools academic staff, and the role is integral to the collaboration and partnership working between the University and its practice learning providers.

The scope of this role addresses quality assurance, student support, development of the learning environment, staff support and development and ensuring public protection relating to professional practice and Fitness to Practice.

Student Voice

Students are represented at a course level by Course Representatives, who undergo training by the Students’ Union and are the course voice for feedback at termly Student Staff Course Liaison Groups. Any course concerns or the need for additional learning support can be feedback through this mechanism, although feedback is welcome at any time.

Advice Zone

Advice Zone is a ‘one-stop-shop' and the first point of contact (online, live chat, by telephone, email or in-person) for all student enquiries, offering confidential advice on anything that affects students’ ability to study.
Students are able to self-refer or be directed to the USW Advice Zone. Instruction on the services available and how to make an appointment are included in course handbook and on the USW website. These services are available to students whether on campus or in practice learning experiences.
https://advice.southwales.ac.uk

Progression Advice Team

Students who are struggling with their studies, looking to improve their marks, or needing advice on how to continue can seek support from the Progression Advice Team, whose aim is to support student success and ensure students can achieve their goals.

The progression Advice Team offer tailored advice to:
• Identify areas where students may be struggling
• Advise on available options
• Recommend appropriate support.
• Help understand relevant University regulations and procedure.
https://progression.southwales.ac.uk/

Study Skills Service

Student Development and Study Skills exist to raise aspiration, improve academic performance, and develop transferable skills for employment. They offer one-to-one appointment, run workshops, offer specialist support for students with disability and run peer-to-peer student mentoring schemes.

https://studyskills.southwales.ac.uk/

Disability Service

The Disability Service provides a confidential and professional service where students can discuss individual requirements relating to disability. This includes students with physical, sensory, mental health or unseen disabilities, specific learning difficulties (e.g., dyslexia) and autism.
Advice and support are available for all students who have additional learning needs or require reasonable adjustments to be made. Students are encouraged to discuss additional needs or support with personal tutors, the Course Leader and their Practice Educator.
https://disability.southwales.ac.uk/

Library Service

Students have access to all USW resources both on and off campus. The School has a subject specialist librarian available to help and support students. The occupational therapy team work closely with and value the contribution of the specialist subject librarian. Students have access to Findit, online resources and hard copy reservation. In addition, the School provides a range of learning resources in sites across its partner health service provider premises.
Together with introductory sessions embedded in courses, the library offers an online study guide to introduce students to the services and support it provides. A 24/7 online chat facility enables students to seek support and book one-to-one appointments. Regular drop-in sessions, such a lunch with your librarian, provide opportunities to ask questions in a less formal setting and be introduced to Library Services at USW.
https://library.southwales.ac.uk/

IT Support

IT Induction (https://its.southwales.ac.uk/it-induction/) provides a user-friendly introduction to students to support them in their studies from enrolment through to graduation.
Careers and Employability Service The Careers Service provides course and independent support to develop students’ employability skills, including CV writing, interviewing skills, and networking events. Their extensive work with external stakeholders and partnership working will enable physiotherapy students to initiate first contacts with suitable role emerging placement opportunities.

Students’ Union and Student Charter.

The Student Charter (published by the Students’ Union) outlines a set of principles outlining the support and expectations that students can expect from the University, the Students’ Union and what the University expects from them. These expectations are categorised under expectations for study, feedback and student voice, Welfare and Concerns.
https://www.uswsu.com/the-student-charter

The USW Health and Mental Health Services

The USW Health service offers free advice and support to all USW students, whilst the specialist Mental Health Service supports students who are experiencing mental or emotional distress, by offering a range of practical support. A confidential counselling service is available, with a crisis service available for students during academic or placement activities.

Course Exit Points

Award Criteria Final
Bachelor of Science (with Honours) 360 credits of which at least 100 must be at Level 6 or above, 120 at Level 5 or above, 120 at Level 4 or above and no more than 20 at Level 3 Final
Diploma of Higher Education 240 credits of which at least 100 must be at Level 5 or above, 120 credits at Level 4 or above and no more than 20 credits at Level 3. Exit
Certificate of Higher Education 120 credits of which at least 100 must be at Level 4 or above and no more than 20 at Level 3 Exit

Progression Route

MSc in Professional Practice, MSc Advanced Clinical Practitioner, PGCert Acute and Critical Care, PGCert Ed for Heath Care Professionals.

Entry Requirements

Admission to the course is typically through the following qualifications:

The selection, recruitment and admission to this course is overseen by the Course Leader in liaison with the admissions team.

Selection occurs through a review of the applicant’s personal statement and confirmation that the applicant meets USW and HCPC requirements for admission to the course. If these criteria are met the student will be offered an interview with a panel that consists of an academic, practitioner and/or service user. The interview ensures applicants have fully considered the demands of the course and profession and are able to articulate some of the values needed for the delivery of person-centred Physiotherapy practice. The applicants are expected to be fully cognisant of the demands of Physiotherapy practice and have the character and good standing required to uphold the values of HCPC (2016) Standards of conduct, performance and ethics.

Entry requirements are assessed during the process of application, selection and interview and require that:

? Applicants must be able to demonstrate that they have capability in numeracy, literacy and digital and technological literacy to meet the programme outcomes and proficiencies.
? Applicants will have to demonstrate proficiency in the English language.
? Where English is not a student’s first language, they are required to achieve an IELTS or equivalent qualification with an overall average score of at least 7.0, with a minimum score of 6.5 in any section (HCPC (2013) Standards of Proficiency requirement 8.2).
? Applicants must demonstrate an understanding of the role and scope of practice of the Physiotherapist.
? Applicants must demonstrate values in accordance with the HCPC (2016) Standards of conduct, performance and ethics.
? During application and interview each applicant will be asked to declare and sign that they are of good health and good character to enable safe and effective practice.
? Entry to the course is dependent on a satisfactory disclosure and barring check (DBS) and occupational health clearance.
At USW the current standard entry tariff for Physiotherapy is:

• A level: BBB to include either Biology or Human Biology and to exclude General Studies
• Welsh Baccalaureate: B and BB at A level excluding General Studies
• BTEC Extended Diploma: Distinction, Distinction, Merit
• International Baccalaureate: 32 points (17 higher level to include 5 or above in Maths and English at standard level)
• Access Science/Maths Diploma: 60 credits (15 level 2 & 45 level 3 credits - minimum 24 distinctions, 18 merits, 3 passes)
• Minimum five GCSEs including Maths/Numeracy, English minimum C/4 or equivalent e.g., Essential Skills Level Two in Communication and Application of Number or Functional Skills Level Two in English and Maths. (Must be achieved within the last 3 years.

In line with USW’s progressive University Admissions Policy the whole application, including predicted grades, personal statement and referees is considered. The policy details the range of underpinning principles that are applied, including:
• Minimising barriers
• Recognising talent outside of examination results
• Consideration of diverse qualifications
• Recognising students who do not have English or Welsh as their first language
• Contextual admissions (updated January 2021) to strengthen contextual admissions categories as follows:
• A range of adjustments for people leaving the care system
• Young carers
• People in the lowest 20% of the Welsh Index of Multiple Deprivation (WIMD)
• People who are the first in their family to progress to Higher Education (HE)
• People with the protected characteristic of Disability or BAME who are underrepresented in HE.

All successful applicants must meet HCPC requirements for good health and good character on admission, as they progress through, and on completion of course.

The offer of a place on the course is subject to a satisfactory child and adult workforce DBS check and occupational health assessment. Candidates who have a specific health need which may require reasonable adjustments are assessed by practitioners of occupational health in collaboration with practice partners as appropriate to determine reasonable adjustments.

On commencement of course, students are fully informed of the requirement to immediately declare any police charges, cautions, convictions or conditional discharges or other determinations that their fitness to practise may be impaired.
Candidates who declare any previous cautions, convictions or determinants will be considered on an individual basis by the School’s Disclosure and Baring Service (DBS) Panel in accordance with USW DBS Policy.
Recognition of Prior Learning will be considered in accordance with USW Regulations for Recognition of Prior Experiential Learning and Recognition of Prior Certified Learning. Any RPL must meet the learning outcomes of the module(s) / course and the requirements within the HCPC (2017) Standards for Education and Training and HCPC (2013) Standards of Proficiency for Physiotherapists.

Inclusive Curriculum Statement

The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/

Addendum for Delivery at a Partner Institution

N/A

Methods Of Quality Standards

N/A

Quality Of Standards Indicators

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