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STUDENT AND ACADEMIC SERVICES
PROGRAMME SPECIFICATION
Part 1: Basic Data
Awarding Institution (^) University of the West of England Teaching Institution (^) University of the West of England Delivery Location (^) Glenside Campus, University of the West of England Faculty responsible for programme
Health and Applied Sciences
Department responsible for programme
Department of Allied Health Professions
Modular Scheme Title Undergraduate Professional Statutory or Regulatory Body Links
Health and Care Professions Council – approval Chartered Society of Physiotherapy - accreditation
Highest Award Title BSc (Hons) Physiotherapy
Default Award Title BSc (Hons) Health and Social Studies Fall-back Award Title BSc (Hons) Health and Social Care Studies. Interim Award Titles (^) • Certificate in Higher Education Health and Social Studies
- Diploma in Higher Education Health and Social Studies
- BSc Health and Social Studies UWE Progression Route NA Mode(s) of Delivery Full Time – 3 year Codes UCAS: B160 JACS: ISIS2: Primary Award - B Primary Target (FT) - B
HESA:
Relevant QAA Subject Benchmark Statements
Physiotherapy (2001)
Valid from September 2018
Part 2: Educational Aims of the Programme
The main aim of the programme is to ensure that physiotherapists qualifying from the
University of the West of England, Bristol, are fit for practice and purpose by being reflective,
competent practitioners and critical thinkers. The intention is to enable the student to
embrace the role of the physiotherapist as a practitioner, partner, leader and an advocate to
Part 2: Educational Aims of the Programme
the patient. Graduates should be able to take responsibility for their own professional
development and be able to implement safe, ethical and effective delivery of physiotherapy
services in a wide variety of interprofessional and multicultural contexts.
The programme also aims to
• to develop graduates who are eligible to apply for registration with the Health and Care
Professions Council (HCPC) and membership of the Chartered Society of
Physiotherapy (CSP).
• facilitate an interprofessional approach to healthcare provision
• provide a range of theoretical, practical and conceptual tools for critical analysis of
contemporary physiotherapeutic intervention and service user and carers needs
• provide an educational experience which acknowledges the diversity of preferred
learning styles by utilising a wide variety of teaching and learning strategies
• develop safe and effective graduate practitioners who undertake a reflective and
evaluative approach to their professional practice
• enable students to take responsibility for identifying their future learning needs in
continuing personal and professional development
Programme requirements for the purposes of the Higher Education Achievement Record (HEAR)
The programme emphases creating an environment which facilitates the development
of safe, effective practitioners who are analytical and able to meet the changing needs
within physiotherapy practice today and in the future. Accredited by the Chartered
Society of Physiotherapy, and validated by the Health and Care Professions Council
successful completion of the course leads to eligibility for membership of the CSP and
HCPC. Physiotherapy graduates will be able to adhere to the professional codes of
conduct of their profession and demonstrate personal leadership and the ability to work
within a team. They will have shown that they are, at the point of qualification, fit to
practice as entry-level physiotherapists
Part 3: Learning Outcomes of the Programme
The award route provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:
Part 3: Learning Outcomes of the Programme
- To appraise the changing role of the physiotherapist and develop skills
4. Utilise theoretical and practice based knowledge to discuss physiotherapy intervention in a critical manner
Learning Outcomes: Applied Anatomy for Physiotherapy and Sports Exercise and Biomechanics for Physiotherpay and Sport Rehabilitation Foundations of Neuroscience Foundations of Musculoskeletal Physiotherapy Foundations Respiratory physiotherapy Foundations of PhysiotherapyPractice Evidence Based Physiotherapy Musculoskeletal 2 Neurology 2 Critical Care and CardioRespiratory Rehabilitation Health and Well-being acrossthe Lifespan Service Improvement –acollaborative approach Research Studies for Physical Complex issuesMusculoskeletal and Long Term Conditions -Effective collaborative working Contemporary Issues inPhysiotherpay Practice Physiotherapy Practice (C) Subject/Professional/Practical Skills
1. Promote the optimisation of health and well-being in individuals and groups, through education, advice, empowerment and the use of interventions which are within the scope of physiotherapy practice.
2. Adopt a holistic approach to the delivery of physiotherapy, which is responsive to the needs of the individual and service.
3. Assess the needs of the individual.
4. Plan and execute a safe and effective physiotherapy programme.
5. Recognise and respond to changing demands, without compromising the physiotherapist's duty of care to individuals.
- Demonstrate leadership potential
Applied Anatomy for Physiotherapy and Exercise and Biomechanics for Physiotherpay and Foundations of Foundations of Musculoskeletal Foundations Respiratory phys
iotherapy Foundations of Physiotherapy Practice Evidence Based Physiotherapy Musculoskeletal 2 Neurology 2 Critical Care andCardio Respiratory Health and Well-beingacross the Lifespan Service Improvement –a collaborative Research Studies for Complex issuesMusculoskeletal and Long Term Conditions- Effective collaborative Contemporary Issuesin Physiotherapy Physiotherapy Practice
Part 3: Learning Outcomes of the Programme
Learning Outcomes:
(D) Transferable skills and other attributes
1. Demonstrate the ability to communicate effectively with service users , carers and other members of the interprofessional team.
2. Carry out their duties in a variety of environments as a member of an interprofessional team, and in so-doing recognise the needs, priorities and goals of others.
3. Demonstrate effective personal management skills, including time management, prioritisation of workload and ability to self- evaluate/reflect.
4. Take responsibility for continuing personal and professional development, acknowledging the importance of so-doing.
- Develop skills needed to meet the changing role of today’s physiotherapist; one who is: - flexible and adaptable to change - has leadership skills - able to work in partnership with a variety of individuals and organisations.
- Promote equality to all individuals by adopting a sound ethical framework for practice, which respects the rights, beliefs and identity of others.
Part 4: Student Learning and Student Support
Teaching and learning strategies to enable learning outcomes to be achieved and demonstrated
The BSc (Hons) Physiotherapy is managed as part of a suite of programmes within the Faculty of Health and Applied Sciences. Day-to-day management of the award is undertaken by the Programme Leader with support from the Teaching Team and Associate Head of Department. Information about the programme and the academic and pastoral support available, together with
Part 4: Student Learning and Student Support
placement. This will largely be undertaken by phone, email and visits to review progress on placement. It is envisaged that this training will develop ready and able graduates.
Technology enhanced learning (TEL) is used and is being developed for integration into most modules, which reflects the technology enhanced learning strategies of the Faculty. The taught sessions utilise TEL to support pedagogy of inductive learning, where students engage in facilitated activities such as debates, problem-based learning, group working and research. Integral to this programme is the use of technologies to support reflective and professional practice, including an ePortfolio and computer simulations. In addition, modern technologies are incorporated as vehicles of learning (e.g. blogs, web pages etc.) and as vehicles for learning through assessment (e.g. online portfolios and tests, wikis etc.)
Teaching and learning facilities Students studying on this degree will be taught mainly at the Glenside campus. The Glenside library provides an extensive range of literature and other resources that support the programme. Students have 24-hour access to computers, and IT support services are available within the University’s Computing Helpdesk. The University’s VLE hosted by Blackboard, has been developed to enhance the student’s learning experience and to provide comprehensive support on both a programme and module-by-module basis. This includes access to teaching materials, links to relevant online resources and background reading, facilities for interaction and coordination during group work (e.g. blogs, wikis), submission of and subsequent feedback on assessments, and communication between tutors and students. The Faculty has a range of specialist teaching facilities that will be utilised, including well- equipped practical rooms, a Human Analysis Laboratory, and various simulation environments.
On the BSc (Hons) Physiotherapy programme teaching is a mix of scheduled, independent and placement learning.
Scheduled learning includes lectures, seminars, tutorials, project supervision, demonstration, practical classes, group work, external visits, workshops; and practice placements. Scheduled sessions may vary slightly depending on the module choices made.
Independent learning includes hours engaged with essential reading, case study preparation, workbook completion, assignment preparation and completion etc. Scheduled sessions may vary slightly depending on the module choices made.
Placement learning : The programme includes extensive practice placement, which is embedded throughout, and provides students with the opportunity to develop professional practice skills to enable them to meet the HCPC Standards of Proficiency. Students are required to complete a minimum of 1000 clinical hours in a practice placement by the end of the third year of the programme. This is in order to fulfil the requirement from Chartered Society of Physiotherapy in order to be eligible for full graduate membership on successful completion of the programme. In addition to the 6 practice placements (each of 5 weeks duration) students will have the opportunity in Year 1 to go out on 3 days practice observation during semester 2 and prior to their first placement.
Academic personal tutor. Each student will have an Academic Personal Tutor (APT). The APT will facilitate students to manage the transition into the first year at UWE and as students’ progress from one stage/level to the next
Part 4: Student Learning and Student Support
- develop university level learning skills and styles
- develop the capacity for effective group work and learning with and from peers
- see the importance of a student’s role in UWE life and as a member of their subject degree group
- develop a rounded appreciation of the student’s academic programme and the connections between modules and the wider world
- plan the student’s ‘preferred future’ and develop the graduate skills, attributes and abilities that will help students achieve their goals
- recognise, describe and demonstrate their academic achievements and graduate skills.
Students will meet their APT during Induction week where they are informed of their tutor’s contact details and how tutorials can be arranged. Subsequent meetings form part of the APT scheme. Whenever possible, students stay with the same APT for the whole programme; this allows for
continuity and the APT monitors the students’ academic and personal progress year on year.
Description of any Distinctive Features
Early in year one, students attend a half day of team building exercises run by the local Officer Training Corp. This is an excellent way for the whole cohort to get to know one another in different environment and helps to promote cohort identity along with team working skills. In year three the students again visit the OTC where they undertake activities aimed at developing various leadership skills and attributes. They are also encouraged to be more self-aware of their own leadership style and how this can be developed.
A buddy system is in place, where students from the year above are assigned a few students from the year below. The buddy can provide informal peer support and advice, signposting peers to academic pastoral and social aspects of undergraduate student life.
Opportunities for student engagement with voluntary events are made available through the UWE EDGE volunteering programme. For example students are encouraged to sign up to this volunteering programme which will cover the cost for them to take a recognised short course e.g Disability Sport Coaching, in return for students repaying a small number of voluntary hours.
HCPC Standard of Proficiency 8.2 states applicant must be able to communicate in English to the standard equivalent to Level 7 International English Language testing System, with no element below 6.5. Health checks and disclosure barring service checks are undertaken prior to Admission. In addition students are required to complete annual self-declarations in relation to health and DBS. In order to be eligible for the award of BSc (Hons) Physiotherapy it is recommended that a student undertakes at least 1000 hours of professional practice (Chartered Society of Physiotherapy). The 6 practice placement hours exceed this stipulation. If a student undertakes less than 75% of the total hours for any practice placement, the placement will not be assessed.
In order to be eligible to apply for HCPC Registration a student must graduate with a BSc (Hons) Physiotherapy award. The HCPC requires that registrants meet their educational standards and are to practise lawfully, safely and effectively.
No aegrotat award with registration is available and condonement of credit is not permitted CSP (2013) Quality Assurance Processes Expectations for the accreditation of UK qualifying physiotherapy programme. London: CSP
Part 5: Assessment
academic and health care setting.
- level 2 develops clinical reasoning skills and the application of evidence to physiotherapeutic practice and what it means to be a health and social care professional.
- level 3 focusses on evaluation and appraisal of the role of physiotherapy within the changing landscape of health and social care, thereby developing a professional stance and understanding of the skill set of the profession
The team recognises that students have preferred learning styles and try to ensure that a variety of teaching and assessment methods are utilised throughout the course delivery. The physiotherapy programme at all times aims to develop self-directed and reflective practitioners.
Level 1 :
Written examinations seek a depth of comprehension, integration and application appropriate for students who have not yet experienced professional practice, e.g. Foundations of Respiratory Physiotherapy and Foundations of Neuro-Science for Physiotherapists
Oral and practical assessments encourage students to develop clinical reasoning skills and develop appropriate professional communication skills and achieve practical skills which are underpinned by sound knowledge, e.g. ( Foundations of Neuro-Science for Physiotherapists, Applied Anatomy for Physiotherapy and Sport Rehabilitation, Exercise and Biomechanics for Physiotherapy and Sport Rehabilitation, Foundations of Musculoskeletal Physiotherapy )
Formative assessment opportunities are provided within the Foundations of Neuro-Science for Physiotherapists, Applied Anatomy for Physiotherapy and Sport Rehabilitation, and Foundations of Respiratory Physiotherapy. These include mock practical exams, peer review feedback, and sample exam questions.
Practice Placement is assessed via Continuous Practice Assessment (CPA). The summative mark is pass/fail. In addition, students are given formative feedback by the practice educator on progress against a range of criteria. This facilitates student understanding of their competence.
Level 2 :
At level 2 there is still a good range of formative assessment and study skills support, but not to the same intensity as at level 1.
The summative assessments are designed to assess knowledge, understanding and clinical reasoning skills, and require students to demonstrate a depth of comprehension, integration and application appropriate to a student who has experienced professional practice.
Practice placements are assessed via CPA. While these placements are marked as pass/fail, a formative mark is given to students in preparation for level three placements which are graded. This allows students to benchmark their performance and clearly identify areas for development.
Level 3 :
At level 3, the summative assessments are designed to allow student to demonstrate an analytical and enquiring approach to their practice via clinical reasoning, problem solving, and the
Part 5: Assessment
integration of theory/research/guidelines. The assessment strategy is designed to help students achieve autonomous practitioner status on completion of their degree.
Assessment Map
The programme encompasses a range of assessment methods including ; essays, written
examinations, reports, practical exams, i.e. structured oral and practical examination,
a patchwork portfolio assignment, individual presentations, a research dissertation,
and practice placement. These are detailed in the following assessment map:
Assessment Map for BSc (Hons) Physiotherapy
Type of Assessment*
Instructions : Add the Component (A or B) to the appropriate column for each Module Number and add the weighting for that assessment in brackets (as per the examples given)
Add further columns as necessary*
Unseen Written Exam Open Book Written Exam In-class Written Test Practical Exam Practical Skills Assessment Oral assessment and/orpresentation Wiki/Blog Written Assignment Report / Project Dissertation Portfolio Clinical Placement
Compulsory Modules Level 1
Applied Anatomy for Physiotherap y and Sport rehabilitation UZYSXV-30- 1
A & B P/F
Foundations of Neuroscienc e for Physiotherap ists UZYSY3 - 15-
A 100
B P/F
Foundations Respiratory Physiotherap y UZYSXX-15- 1
A 100
B P/F
Exercise & Biomechanic s for Physiotherap y and Sport Rehabilitatio n UZYSXW- 30-
A 50
B 50
Foundations of Physiotherap y Practice UZYSYT-15-
B P/F
A P/F
Part 5: Assessment
issues in Musculoskel etal and Neurological Physiotherap y UZYSYC-30- 3
50 50
*Assessment should be shown in terms of either Written Exams, Practical exams, or Coursework as indicated by the colour coding above.
Part 6: Programme Structure
The award route is a full time course, divided into three levels that equate with three academic years. Level 1 of the programme is almost entirely University based, but concludes with a period of professional practice. Levels 2 and 3 consist of alternate periods within the University and the clinical environment. Although the levels build upon one another, progress through each module of the award is perceived to be dynamic; the various components being inter-related and inter- dependent. All modules are compulsory requirements for the award of BSc (Hons) Physiotherapy. Condonement and excused credit are not permitted as the professional body, Chartered Society of Physiotherapy requires that all modules contributing to the professional qualification must be passed (CSP (2013) Quality Assurance Processes Expectations for the accreditation of UK qualifying physiotherapy programme. London: CSP)
The programme structure reflects the primacy of physiotherapy as a discipline but also reflects the inter-professional nature of professional practice and seeks to acknowledge other disciplines that inform and enhance physiotherapy education. Emphasis is placed on integrating theory and practice, clinical reasoning and problem solving in order to provide the best possible education for the student and healthcare for the individual.
ENTRY
Year 1
Compulsory Modules Interim Awards UZYSXV-30- Applied Anatomy for Physiotherapy and Sport rehabilitation Certificate in Higher Education Health and Social Studies
Credit Requirements 120 credits at level 0 or above of which not less than 100 are at level 1 or above
UZYSY3 -15- Foundations of Neuroscience for Physiotherapists UZYSXX-15- Foundations of Respiratory Physiotherapy UZYSXW-30- Exercise & Biomechanics for Physiotherapy and Sport Rehabilitation UZYSXY-15- Foundations of Musculoskeletal Physiotherapy UZYSYT-15- Foundations of Physiotherapy Practice
Year 2
Compulsory Modules Interim Awards UZYSY8-30- Critical Care and Cardio Respiratory Rehabilitation Diploma in Higher Education Health andSocial Studies
Credit requirements 240 credits at level 0 or above of which not less than 220 are at level 1 or above and not less than 100 are at level 2 or above
UZYSY7-15- Neurology 2 UZYSY9-30- Musculoskeletal 2 UZYSY6-15- Health and Wellbeing across the Lifespan UZYSNA-15- Service Improvement –a collaborative approach UZYSY5-15- Evidence based Physiotherapy
Year 3
Compulsory Modules Interim Awards UZYSYB-15- Physiotherapy Practice (^) BSc Health and Social Studies
Credit requirements 300 credits, at level 0 or above of which not less than 280 are at level 1 or above, not less than 100 are at level 2 or above and not less than 60 are at level 3 or above
Target/Highest Award BSc (Hons) Physiotherapy
Credit requirements 360 credits at level 0 or above of which not less than 340 are at level 1 or above, not less than 200 are at level 2 or above and not less than 100 at level 3 or above.
In order to be eligible to apply for HCPC registration a student must graduate with the award BSc (Hons) Physiotherapy.
UZYSYA-15- Contemporary Issues in Physiotherapy Practice UZYSYD-30- Long Term Conditions – effective collaborative working UZYSYU-30- Research Studies for Physical Therapies UZYSYC-30- Complex issues in Musculoskeletal and Neurological Physiotherapy Practice
GRADUATION
Part time: Not available.
Part 7: Entry Requirements
The University’s Standard Entry Requirements apply with the following additions/exceptions: The UCAS points tariff will be reviewed on a regular basis and published for new applicants.
Tariff points as appropriate for the year of entry, please see website.
Part 7: Entry Requirements
Interview - shortlisted applicants will be invited to attend an interview.
The core values of the NHS Constitution are embedded throughout the programme and within its recruitment process.
Part 8: Reference Points and Benchmarks
The BSc (Hons) Physiotherapy programme is based on the reference points and benchmarks
set out by the Quality Assurance Agency for Higher Education (QAA) (2001, 2008), the Health
and Care Professions Council (HCPC) (2013, 2014) and the Chartered Society of Physiotherapy (2013) Learning & Development Principles. The curriculum has been mapped
to the HCPC Standards of Proficiency for Physiotherapists (2013); Standards of Conduct, Performance and Ethics (2012), and to the Chartered Society of Physiotherapy (2011) Code of
Members Professional Values and Behaviour to ensure that students graduating from this programme are fully equipped to apply for registration with the HCPC and join the profession as
qualified physiotherapists.
The QAA Benchmark Statement for Health Care Programmes: Physiotherapy (2001) provides
both generic and specific standards that graduate should meet – which are comprehensive but can be recognised within the HCPC standards (2014), so mapping to those do show that QAA
benchmarks are also being reached.
The programme’s quality and the educational standards to which it adheres have also been mapped to the HCPC (2014) and Chartered Society of Physiotherapy (2013) Learning &
Development Principles. The University fully supports these standards and the physiotherapy team always responds to consultation exercises when changes are proposed to help ensure
they retain their currency within the ever evolving Health and Social Care landscape.
The UWE strategic framework is embedded at all levels of study with particular reference to providing a strong student focus, ensuring the best experience both academically and socially; to ensuring open and responsive communications and showing full commitment to equity, fairness and inclusivity.
Chartered Society of Physiotherapy (2013) Learning & Development Principles. London: CSP
Chartered Society of Physiotherapy (2011) Code of Members Professional Values and Behaviour. London: CSP
Health and Care Professions Council (2014) Standards of Education and Training. London:
HCPC
Health and Care Professions Council (2013) Standards of Proficiency for Physiotherapists London: HCPC
Health and Care Professions Council (2012) Standards of Conduct, Performance, and Ethics. London: HCPC
QAA UK Quality Code for HE
Part 8: Reference Points and Benchmarks
The Quality Assurance Agency for Higher Education (2008) The framework for higher education qualifications in England, Wales and Northern Ireland. Mansfield: Linney Direct
The Quality Assurance Agency for Higher Education (2001) Benchmark Statement: Health care
programmes – Physiotherapy. Gloucester: QAA
University of the West of England (2014) Strategic Framework.
University of the West of England, Bristol (2014) Sustainability Plan 2013 – 2020. UWE, Bristol. [Online] Available at: http://www1.uwe.ac.uk/aboutus/visionandmission/sustainability/sustainabilityaction/sustainability documents.aspx
SEEC credit level descriptors (2010)
SEEC credit level descriptors have been used to establish the level of the programme and its modules, and to inform the learning outcomes and assessment criteria at level 4 (Cert. HE), level 5 (Dip. HE), and level 6 (BSc).
These credit levels descriptors inform the following areas:
- The development of subject specific knowledge and understanding, generic cognitive and intellectual skills, key/transferrable skills, and subject specific practical skills;
- Teaching, learning and assessment strategies that deliver, ensure and assess the attainment of these levels;
- The programme level learning outcomes that are reinforced by the modular learning outcomes, teaching, learning and assessment strategies described in individual module specifications.
Teaching and Learning
This programme takes a student-centred approach to learning by allowing students to take control of aspects of their learning and providing a learning environment that stimulates active engagement and participation, while the module team facilitates this learning. Module learning outcomes have been designed to ensure that students meet the overall programme learning outcomes on completion of the programme.
A wide range of assessment methods are incorporated within the programme to cater for a diversity of approaches to learning. The programme team recognises the importance of both summative and formative assessments and feedback as an integral part of the learning teaching process. All assessments comply with university assessment regulations.
Technology Enhanced Learning (TEL) is integral to the subject matter within this programme. A range of modern technologies will be used across the programme.
UWE 2020 Strategy
This programme will contribute to the four priority areas outlined within the UWE Bristol strategy
- Namely:
Part 8: Reference Points and Benchmarks
The methods used to evaluate and improve the quality and standards of learning throughout the academic year include student feedback, standard university monitoring methods, reviews and consultation with external stakeholders and external examiners, reviews from the CSP and, leading up to the programme 5 yearly review, a series of strategic programme development meetings throughout the year to synthesize programme data and feedback and reshape the programme to continue to meet the needs of the students, the regulatory body and the profession.
The student feedback measures include student evaluation forms at the end of modules, verbal feedback within module review sessions, student representative feedback at Student Rep Staff Fora (three students per cohort). There are a standard 4 of these a year. There is a yearly stakeholders meeting for clinicians, service users and carers, graduates and current students to feed into programme developments, programme management committee meetings, and a yearly monitoring form completed for the CSP. All of these mechanisms allow for evaluation, reflection, feedback and changes to the programme to enhance quality.
This 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. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of individual modules can be found in module specifications, available on the University’s website.
FOR OFFICE USE ONLY
First CAP Approval Date 30 April 2015
Revision CAP Approval Date 27 June 2018 Version 4 RIA 12696
Next Periodic Curriculum Review due date
Date of last Periodic Curriculum Review
