CH3S21 - Functional Management and rehabilitation 01 Sep 2024 - 31 Aug 2030 | Version 0
Associated Module Information
| Module Code: | CH3S21 | ||
|---|---|---|---|
| Module Title: | Functional Management and rehabilitation | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Nursing and Midwifery | ||
| Faculty Sub Group: | Nursing | ||
| Module Leader: | Paul McCambridge | ||
| Module Team: | Luke Davies, Jayne Ludlow | ||
| First Intended Intake: | SEP 2026 | Final Year of Intake: | 2029 |
| Date Closed: | |||
| Credit Value: | 20 | Credit Level: | 6 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | |||
| Equivalent Module: | |||
| HECOS codes: | 100241 - chiropractic | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 0 |
|---|---|
| Valid From | 01 Sep 2024 |
| Valid To | 31 Aug 2030 |
Module Aims
To facilitate students in being able to effectively support and encourage patients to self-manage their condition if appropriate to do so
To facilitate students in being able to prescribe exercise rehabilitation (and effectively coach and educate the principles of the program) for common MSK conditions and special populations including objective markers for PROM’s and adherence/compliance concepts
To facilitate students in being able to effectively implement effective pain education strategies, understanding when and when not these may be appropriate and how education will dovetail with a personalised rehabilitation program
Content Summary
Lower Limb Tendinopathy Tolerance testing
Sholder Symptom Modification Procedure assessment
Exercise Coaching (Relevance of Internal versus External cueing)
Coaching Communication Individualised Goal Setting
Behaviour Change theories in relation to Exercise adherence
Dynamics Systems Theory in Relation to Exercise Rehabilitation (Task – Individual – Environment)
Reps, Sets, Tempo, Time under tension , RPE, RIR, RPT– Exercise prescription programming, why and when
Movement variability and Novel movement concepts
Gamification and Playhabilitaiton
Pain Science Neuroeducation brought to life with Representative design and Expectation violation (Real life case studies preferred)
Load management Concepts
Exercise dosing for Pain
Exercise Prescription for special populations
Telehealth options in rehabilitation
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Practical Classes and Workshops | 36 |
| Independent Study | 52 |
| Directed Study (including online independent learning) | 100 |
| Groupwork | 4 |
| Problem/Challenge based learning | 8 |
| Total Hours Selected | 200 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Build a contemporary, patient centred, evidence informed Rehabilitation program for a specified MSK condition (Inclusive and aligned with Pain Neuroscience education) |
| LO2 | Critically appraise and defend the rationale for exercise prescriptions and program design (Inclusive of individualisation, special populations, patient-centredness and adherence) |
| LO3 | Ability to provide real time exercise coaching, with suitable communication and cueing, understanding flexibility on regressions/progressions and program design within a Clinical Rehabilitation environment |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Synchronous Onsite Oral Assessment | Presentation (Synchronous Onsite) 1 | Group presentation on considerations of a contemporary rehabilitation program on a specified MSK condition in front of assessors with follow up questions | 20 | N/A | 50 | No | 40 |
| Synchronous Onsite Practical Assessment | OSCE 1 | Live practical coaching assessment on a specified patient, with opportunity to showcase adaptability in programming | 15 | N/A | 50 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | LO3 | |
| Presentation (Synchronous Onsite) 1 | ✔ | ✔ | ✘ |
| OSCE 1 | ✘ | ✔ | ✔ |