Curriculum Information

The content of this module will underpin the student’s development of the knowledge and skills to apply evidence-based best Physiotherapy practice and begin to develop confidence in some key proficiency areas.

The module will prepare the student for their first practice experience and explore professionalism, professional standards, duty of candour, raising concerns, working within limits of own abilities, HCPC Standards of conduct, performance and ethics, codes of practice, gaining patient consent, role of the student understanding what supernumerary status means.
The role of the student Physiotherapist, working within limits of own abilities, knowing when and how to seek advice and support, managing own workload.

Developing a professional identity, philosophy of professional practice, working within the context of health and social care.

Students will be encouraged to consider their own well-being and reflect on the development of resilience.

This will include consideration of the importance of own mental and physical health and well-being. Maintaining fitness to practise. Developing wellbeing strategies, recognising the emotional burden of workloads, managing anxiety and stress and ensuring positive physical and mental health in self.

The student will explore the potential impact of their own values, beliefs and personal biases (which may be unconscious) on practice and take personal action to ensure all service users and carers are treated appropriately with respect and dignity.

They will explore the impact of culture, equality and diversity on practice and practise in a non-discriminatory and inclusive manner.

The student will consider how they respond appropriately to the needs of all different groups and individuals in practice, recognising this can be affected by difference of any kind including, for example, protected characteristics, intersectional experiences and cultural differences.
The student will explore the relationship they will develop with their practice educators and how this will foster effective practice learning.

Students will be required to achieve the skills and proficiencies identified in part one of the Physiotherapy Practice Assessment Document.

Students will be introduced to the concept of continuous reflection to improve their Physiotherapy practice. Models of reflection, reflection in and on practice, responding to feedback to enhance and develop own practice will form part of this module content.

Students will consider the opportunities to work with and learn from members of the -interdisciplinary/multidisciplinary and multi-professional health and social care teams. They will explore using interprofessional communication skills with clients and other Professionals.

Students are given the opportunity to become an Alzheimer’s Society Dementia Friends champions and Learning Disability Champions to enhance their skills and the skills of others when providing effective Physiotherapy care to all.

Students will also receive Mental Health First Aid training and discuss the application of this to their practice.

The continual development of the student’s literacy, numeracy and technological and digital literacy will be a feature of this module as the student s demonstrate these developing skills within the practice learning environment.

Students will complete the online Bronze IQT service improvement package and as part of this module.
As part of this module students will undertake the required mandatory training before commencing their practice placement. Training will include ‘All-Wales NHS Manual Handling Training Passport, Basic Life Support and Core Skills Training Framework, Learning@Wales. CPR statement: Learners will all be required to undertake basic adult Cardio-Pulmonary Resuscitation (CPR) and be assessed as competent to current European Resuscitation Council Guidelines. This will be completed prior to commencing practice-based learning in the clinical environment.
A key feature of this module is interprofessional working and learning (Inter-Professional Education IPE)