Handbook 2018-19 BSc Hons Physiotherapy - The UEA Portal
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BSc Hons Physiotherapy
Handbook 2018-19
1
CONTENTS
Introduction from the Course Director ................................................................................................... 3
1.0 UEA STUDENT HANDBOOK, your school and course handbook ....................................................... 4
2.0 COURSE OVERVIEW/PROFILE ............................................................................................................ 5
3.0 AIMS and PHILOSOPHY ..................................................................................................................... 6
4.0 MEET THE COURSE TEAM ................................................................................................................. 7
5.0 LEARNING OUTCOMES .................................................................................................................... 14
6.0 CONTENT AND STRUCTURE ............................................................................................................ 15
6.1 Key Features................................................................................................................................ 15
6.2 Module Outlines ......................................................................................................................... 15
6.3 Assessments ................................................................................................................................ 15
6.4 Placements .................................................................................................................................. 17
6.5 Important Information ................................................................................................................ 17
6.5.1 Attendance Policy ................................................................................................................ 17
6.5.2 Uniform Requirements ........................................................................................................ 17
6.5.3 Course Specific Awards ........................................................................................................ 18
7.0 USEFUL LINKS AND RESOURCES ...................................................................................................... 19
8.0 FURTHER COURSE READING ........................................................................................................... 20
2
INTRODUCTION FROM THE COURSE DIRECTOR
I would like to warmly welcome you to the School
of Health Sciences (HSC). We hope you
thoroughly enjoy your three years of study with us
at UEA. As you are aware the HSC degree
programmes are courses with both academic
demands and professional expectations. It is
important to appreciate this at the same time as
enjoying your student life.
The Chartered Society of Physiotherapy (CSP) Code of Members’ Professional
Values and Behaviour sets out the behaviour required by a CSP member. It will help
you take responsibility for your decision-making and your actions. Make sure you
explore this link. It will underline your obligation to observe relevant laws and
regulatory requirements as well as help you understand some of the rules we set out
for you as your educational institution.
www.csp.org.uk/publications/code-members-professional-values-behaviour
In order to help you during your time here you have been allocated a personal
adviser who you will meet on your first day. This important person will be your first
point of contact if you have any issues or concerns. Another very important group of
people are the undergraduate administration team who are located in the Learning
and Teaching Services (LTS) Hub on the ground floor of the Zicer Building.
Additionally you will be allocated a buddy from the second year PT cohort. Your
buddy can offer you support and guidance in adapting to university life and
managing the demands of the course. Often our students remain in contact with their
buddy throughout their studies and feel this is a great asset and support.
Your entire course related information will be available on our virtual learning
environment – course Blackboard site, and you will be introduced to this during your
induction period. The UEA Student Handbook and School Handbook covers
communication, the assessment process in HSC and fitness to practice. We strongly
advise that you familiarise yourself with this information.
We wish you every success.
Suzanne Fletcher-Shirtcliff
Course Director for BSc Hons Physiotherapy
3
1.0 UEA STUDENT HANDBOOK, YOUR SCHOOL AND COURSE HANDBOOK
The central UEA student handbook contains information about all key UEA policies
and guidance and is for all students studying on undergraduate and postgraduate
taught programmes. It aims to give new and continuing students a central reference
point for University-wide regulations, processes and guidance to help and support
you through your studies. You can find information about these topics:
i. The advising system
ii. Learning and Teaching Services
iii. Communication
iv. The Student Portal and e:Vision
v. Campus cards
vi. Student finances
vii. The Student Support Service
viii. Regulations
ix. Health and safety
x. Generic course information
xi. Marking criteria
xii. Timetables
xiii. Coursework submission and returns
xiv. Examinations
xv. University dates for 2017/18
xvi. Appeals and complaints
xvii. Equality and inclusion for students
xviii. Student representation and feedback
This list only summarises the main headings; for full details of the content refer to the
handbook itself.
Information contained in the central UEA student handbook will not be repeated in
the School of Health Sciences (HSC) handbook. Any general information
regarding your taught provision within the HSC will be summarised in this handbook
and can also be found on the HSC Studentzone Blackboard site.
All information specific to your programmes of study can be found in your course
handbook (this handbook), your course specific Blackboard site and via the New
Student Website.
4
2.0 COURSE OVERVIEW/PROFILE
The BSc Honours Physiotherapy (PT) programme is a three-year undergraduate
degree approved and regulated by the Health and Care professions Council (HCPC)
and in addition accredited by the professional body, The Chartered Society of
Physiotherapy (CSP).
Physiotherapy has been defined by the CSP as ‘a healthcare profession that works
with people to identify and maximise their ability to move and function. Functional
movement is a key part of what it means to be healthy. This means that
physiotherapy plays a key role in enabling people to improve their health, wellbeing
and quality of life’.
Primarily using skills of manual therapy, therapeutic exercise prescription and
electrotherapy, physiotherapists work with individuals to optimise their functional
ability and potential. In this way, they address problems of impairment, activity and
participation and manage recovering, stable and deteriorating conditions. Core
areas of physiotherapy include neuromuscular, musculoskeletal, cardiovascular and
respiratory therapy in both acute and primary care settings and these roles are
extended into all areas of physical and mental health. Physiotherapists, therefore,
are seen working in a range of health and social care settings, including hospitals,
primary healthcare, social services, industry, prisons, individual homes, schools,
armed services, sports clubs, and private practice.
Practice is based on a sound knowledge of the clinical sciences that underpin human
function and dysfunction, particularly related to movement. The focus of practice,
however, is on the individual needs of each client or client group, taking account of
the influence of specific psychological, cultural, and social factors in the context of
care. This includes due consideration of the needs and abilities of others involved
with the client, including carers and other health and social care workers.
Physiotherapists will use their expertise to advise and teach many patient and client
groups, promoting health within the whole community.
To execute practice effectively, physiotherapists need competency in specific
assessment and treatment techniques, but must also utilise several core,
transferrable skills. Core skills include: problem-solving and clinical reasoning in
order to assess and evaluate a client’s health status; management of self and others;
and interpersonal skills such as communication, to enable the negotiation of action
plans and to engage effectively with patients, carers, and the multidisciplinary
healthcare team.
Physiotherapy is a developing profession that exists within a changing and evolving
environment. The evidence-base underpinning physiotherapy is constantly evolving
as practitioners develop new knowledge and understanding through critical
reflection, evaluation, and research. This evolving evidence-base supports the use
and development of physiotherapy's scope of practice and is embedded within the
undergraduate teaching programme.
5
3.0 AIMS AND PHILOSOPHY
The BSc (Hons) programme is designed to produce practitioners who will address
the future health and social care needs of the population by delivering high quality
services within health, social care and educational environments in line with
government directives, such as the Health and Social Care Act 2012, Five Year
Forward View 2014, Health and Social Care Priorities for the Government 2015-
2020, and AHP Vision Jan 2017. In addition to the standards set by the Health Care
Professions Council and the professional body CSP.
Our programme philosophy is to prepare our learners for the emerging physiotherapy
care that meet the changing needs within the demanding and evolving health and
social care context. Thus our graduates will be competent and confident in their
knowledge and skills, continuously engaged in lifelong learning and who will have
the ability as a leader to embed and develop their profession through research and
entrepreneurship.
An integral attribute for lifelong learning is the ability to reflect and be reflexive on
experience. These are essential elements of the problem solving that informs clinical
reasoning. Reflection and reflexivity are proactively fostered in the students
throughout the programme.
The underpinning philosophy of the programme is to educate students through
shared teaching and learning in areas of common professional practice, and through
uni-professional teaching and learning in areas of unique professional knowledge
and skills. This facilitates the integration of teaching and learning opportunities
throughout the curriculum. The commitment to shared learning is based on the
belief that by learning together students will better understand each other’s practice
and work more effectively within a multidisciplinary team. This leads to a coherent
and person-centred approach to care. Shared learning may take the form of
attending the same learning event (lecture, practical or tutorial) where the aim is to
develop a common foundation in knowledge or skill. This in turn aids communication
and understanding across the professions. The main focus of shared learning in
HSC and between the therapies is through key events that utilise and explore
relationships and application of knowledge across the disciplines. This leads in turn
to a strong professional identity and a greater awareness of roles and responsibilities
of all partners in health and social care.
6
4.0 MEET THE COURSE TEAM
Suzanne Fletcher-Shirtcliff - Course Director
Suzanne Fletcher-Shirtcliff is a physiotherapist by profession and qualified from
Kings College London in 1988. She pursued a career in sports physiotherapy
working at Crystal Palace with the British athletes and supported this with a BSc
Remedial Health Sciences from Coventry. Her career in musculoskeletal
physiotherapy enabled her to build and run her own private practice while her
children were growing up. Suzanne developed her musculoskeletal skills in the
specialism of women’s health and completed a series of postgraduate qualifications
in this area. It was while she was working in the field of women’s health that
Suzanne became a practice placement educator, working with UEA students in the
practice settings. This developed her love for education. Suzanne joined UEA in
2001 as a lecturer/practitioner, where she has been ever since. She became a full
time lecturer in 2002. Currently the Programme Director of the BSc in Physiotherapy
she has a special interest in curriculum design and the students learning experience.
Her MSc explored the transition from school to higher education. Clinically her
interests lie in the fields of women’s health, health promotion and disease
prevention. Suzanne still maintains her practical skills working weekly in a private
practice.
Andy Atkin is a lecturer in the School of Health Sciences and external
research associate for the General Medical Council (GMC). He also serves as
associate editor for the journal BMC Public Health. Previous appointments include
research positions at the British Heart Foundation National Centre for Physical
Activity and Health (Loughborough University) and the UKCRC Centre for Diet and
Activity Research (CEDAR; University of Cambridge). Andy is a behavioural
epidemiologist with particular interest in understanding the distribution and
determinants of physical activity and sedentary behaviour in young people. He is a
quantitative scientist with experience in longitudinal data analysis, systematic
literature reviews (including meta-analysis), data-pooling and harmonisation.
7
Dr Rachel Chester is a lecturer in physiotherapy, active clinician and
researcher. Her research interests to date have focused on the musculoskeletal
system, more recently prognosis.
Dr Jane Cross is a senior lecturer in the School of Health
Sciences at the University of East Anglia. Her current programme of research is
primarily regarding services to older people, people with dementia, and chronic
illness. This work is mixed methods combining qualitative exploration of issues,
development of practice guidance and delivery of service change. This work has
particular focus on patient and public involvement in the studies and on developing
methodological approaches in research that facilitate the integration of the public and
services users in development conduct and dissemination of the research. Jane is
experienced in a variety of research methods particularly those incorporating both
quantitative and qualitative components. She has been Principle Investigator for the
HTA funded randomised controlled trial, MATREX, which investigated the clinical
and cost effectiveness of Manual Chest Physiotherapy and research funded by the
Stroke Association investigating the efficacy and acceptability of Functional Strength
Training for people 6 months after stroke. She is currently involved in the Peri-
operative Enhanced Recovery hip FracturE Care of paTiEnts with Dementia-
"PERFECTED" NIHR programme grant.
Jo Geere is a lecturer in the School of Health Sciences at the
University of East Anglia. She co-ordinates the Physiotherapy Practice modules for
year 1 and 2 of the pre-registration Master of Science (MSc) in Physiotherapy. She
also teaches sessions on physiotherapy practice, physiology, public health and
research methods for the Bachelor of Science (BSc), pre-registration MSc and
postgraduate MSc programmes. Jo was Course Director of the MSc in Advanced
Musculoskeletal Research and Practice (2012-16) and continues to co-ordinate the
8
UEA Musculoskeletal Master Class Series for graduate health professionals. She
supervises both BSc and pre-registration MSc final year dissertation students
conducting systematic literature reviews and empirical research. Since joining the
University of East Anglia in 2004 Jo has been involved in mixed methods research
projects investigating domestic and informal work in Kenya and South Africa,
particularly as it affects vulnerable people in low income regions or with disability.
Her current research focusses on the health and social impacts of fetching water.
She is interested in pursuing research which investigates how to prevent and
manage non-communicable diseases and disability, or which investigates how to
improve health, well-being and public services for vulnerable people, particularly
people living with long-term health conditions or disability.
Dr Nicola Hancock is a lecturer in physiotherapy and researcher
with the Acquired Brain Injury Alliance, ABIRA, in the School of Health Sciences.
Nicola teaches and assesses across the physiotherapy and other health curricula, on
neurorehabilitation, business skills, employability & leadership and respiratory
practice. Her principle research interest is in developing and investigating
technologies and other interventions that might promote recovery of lower limb
movement and walking after stroke. Nicola has also worked both nationally and
regionally to develop stroke rehabilitation services, including on the Royal College of
Physicians Intercollegiate Stroke Working Party (2005-present) during which period
three sets of national Guidelines were produced (2008, 2012 and 2016). She was
National Hon Chair of the Association of Chartered Physiotherapists in Neurology
(ACPIN) 2004-2008. In 2016, Nicola was honoured with a Fellowship of ACPIN in
recognition of her career-long commitment to advancing neurorehabilitation practice.
Dr Patricia Harris joined UEA, from Edinburgh Napier
University, in 2014. She has a PhD in stress psychophysiology and student retention
within higher education and teaches this subject to pre-registration students and,
through CDP, to qualified professionals. Patricia holds a First Class BSc Honours in
Biological Science and contributes to anatomy, physiology and research methods
teaching in Health Sciences and is Module Coordinator for Professional
Development 1. Across the School Patricia has responsibility for supporting
academic skills and attainment and therefore works closely with the Learning
Enhancement Team. She also supervises postgraduate students and is interested in
supporting the widening participation lifecycle from access to retention and
progression.
9
Dr Leif Johannsen completed his degree in Psychology at the
University of Potsdam (Germany) in 1999. Pursuing his interests in cognitive
psychology, neuropsychology and neurological rehabilitation, he worked as a
neuropsychologist and researcher at the Hertie Institute for Clinical Brain Research,
Department of Cognitive Neurology, in Tübingen (Germany), where he completed his
PhD in Behavioural Neuroscience in 2005. In the following years, he worked as a
post-doctoral research fellow at the University of Birmingham, School of Psychology.
He returned to Germany in 2011, where he was appointed a senior
researcher/lecturer position at the Technical University of Munich, Department of
Sport and Health Sciences. Since November 2016 he has been a senior lecturer in
Acquired Brain Injury Rehabilitation at the University of East Anglia. Leif’s research
concerns both sensorimotor control of body balance during standing and walking,
especially in the context of haptic interactions with the environment and other
individuals, and interference between cognitive and motor processes in neurological
movement disorders such as stroke, Parkinson’s disease and cerebral palsy. Two
other research topics he is interested in are the benefits of regular moderate physical
activity on cognitive function in older adults and neurological patients and the
consequences of repetitive head impacts on sensorimotor and neurocognitive
functions in athletes.
Swati Kale qualified as a physiotherapist from the University of
Mumbai, India in 1992 and completed her Masters in Physiotherapy (orthopaedics)
from the University of Mumbai in 1995. Since qualifying as a physiotherapist she has
worked in various institutions, hospitals and clinics in India including a private back
clinic. Areas of work included musculoskeletal outpatients, neurology and
neurosurgery, burns and plastic surgery before working in paediatrics for three years
where she was responsible for setting up a physiotherapy outpatient clinic for
children with cerebral palsy and neuro motor disorders. Along with this she also
spent some time working in the neonatal intensive care unit, as well as getting
involved with community based rehabilitation. This is where she developed her
interest in paediatrics and continues to further this through teaching and education.
Whilst teaching students on clinical placements Swati developed a passion for
education and worked as a lecturer in two different Schools of physiotherapy
affiliated to the University of Mumbai. She also worked as an assistant professor in a
deemed university in South India, teaching undergraduate and postgraduate
physiotherapy students. Building on this experience of teaching in India for ten years,
10Swati joined UEA in 2002 and has contributed to teaching both on the UG and PG
(pre-registration) physiotherapy students mainly in neurosciences and paediatrics.
She has been the Admissions lead for physiotherapy for five years and is currently
the Chair of Exam Board and member of the Faculty Appeals and Complaints panel
representing the School. Her research interests have been wide ranging from
exploring social inequalities experienced by people because of their illness to rights
based rehabilitation in disabled people. She has been interested in enhancing quality
of student experience and worked on a teaching fellowship that aimed at improving
assessment feedback. Currently Swati is working on evaluating the validity of the
selection process for therapy students.
Dr Naoko Kishita is a Lecturer in Dementia and Complexity in Later
Life in the School of Health Sciences. Naoko completed a clinical psychology training
programme and qualified as a clinical psychologist in 2012 in Tokyo, Japan.
Throughout her training, Naoko gained lots of knowledge and experiences in
standard Cognitive Behaviour Therapy (CBT) and relatively new forms of CBT such
as mindfulness based CBT. Naoko joined the Department of Clinical Psychology
within the Norwich Medical School at UEA in July 2014 before taking up a lecturer
position in the School of Health Sciences. Her current research programme focuses
on the evidence-based development of psychological interventions for older people
and dementia carers. Naoko’s work has focused on the application of CBT and
gerontological theories to meet the needs of these population groups. Her recent
work has also focused on the use of more modern CBT approaches such as
mindfulness- and acceptance-based CBT with dementia carers.
Jon Larner is a senior lecturer and a physiotherapist by profession,
having worked clinically in the field of musculoskeletal and sports injuries for many
years within the Norwich area. Prior to moving into education Jon worked in the
NHS, independent healthcare and in professional sport. Although he teaches across
a number of areas and programmes, Jon’s main clinical interests lie in the fields of
sports injuries and public health. He also has a passion for all aspects of
11professional development, change management and service improvement. Jon
joined the UEA as a lecturer in 2005, where he has been ever since. He is currently
the course director for the pre-registration Masters programme in Physiotherapy. Jon
has a special interest in service improvement and became a Fellow of the NHS
Improvement Faculty in 2010, related to the work he has done in integrating
improvement methodology into healthcare education. Jon became a Senior Fellow of
the Higher Education Academy (HEA) in 2017. Jon has been a member of the
clinical board of Ipswich based company IPRS Health since 2013, a role which he
conducts on a consultancy basis. He also has a close working relationship with
Norwich City Football Club, engaging in a range of shared research projects.
Dr Kath Mares qualified as a physiotherapist from Addenbrookes
School of Physiotherapy in 1993. She went on to complete junior and senior
physiotherapy rotations within the Norfolk and Norwich area. In 1997 she specialised
in the management and treatment of people with acquired brain injury at what is now
known as the Specialist Rehabilitation Services (SRS) in Norwich. In 2000 Kath
started work as a lecturer/practitioner in physiotherapy, working between the SRS
and the University of East Anglia (UEA). In 2005 she took up a full time post at the
UEA as a lecturer in physiotherapy, teaching on both the BSc and pre-registration
MSc in Physiotherapy. She has taught physiology, neurophysiology, anatomy and
neurology. In 2006 Kath became Course Director for the BSc in Physiotherapy and
was responsible for taking the course through a successful validation. In 2009 she
decided to embark on a PhD and was subsequently seconded as a Research
Associate to FeSTlvAlS (Functional Strength Training later after stroke) a study
funded by The Stroke Association. Kath remained very involved in the teaching
aspects of the School of Health Sciences and established and led an MSc in Stroke
Recovery. She is currently Course Director for the MSc in Clinical Research and
Lead for the NIHR funded component of this course. Since completion of her PhD
Kath has obtained funding to develop a mobile application (an app) to deliver
exercise programmes to people after stroke. She is a member of the Chartered
Society of Physiotherapy and the Association of Chartered Physiotherapists
interested in Neurology.
12Dr Hannah Schutt is a physiotherapist by background and
joined UEA as a lecturer in Health Sciences in 2016. She worked as a
musculoskeletal physiotherapist in primary care, working predominantly with older
people, people with occupational injuries, and people with sports injuries. Hannah
has carried out mixed methods research on undergraduate inter-professional
education and its effects on professional practice, receiving her PhD earlier in 2017.
Dr Kelly Walker is a senior lecturer and has been at the UEA since
2005. She teaches predominantly in year 2 of the BSc course teaching the theory
and practice of neurological physiotherapy. Kelly qualified as a physiotherapist in
1997 and following initial rotations quickly specialised in neurology, her clinical
background being acute stroke and stroke rehabilitation. Kelly obtained her Masters
in neurological therapy in 2005 and her doctorate in education in 2013.
135.0 LEARNING OUTCOMES
For the therapist to be fit for purpose and fit for practice, as required by the HCPC
Standards of Proficiency, the programme has identified that the students must
demonstrate:
- Professional identity, autonomy and accountability
- Competence to practice
- Lifelong learning
- Evidence-based practice
- Flexibility and innovation within changing contexts of care
- Inter-professional and inter-agency work practices.
Graduates of these programmes must be competent in their knowledge and skills,
confident of their professional identity and be able to work autonomously, maximising
their resources in a wide range of services with a variety of stakeholders.
The programme aims to develop therapists who are:
- Competent to practice autonomously using their knowledge and skills to make
professional judgments that enable individuals and groups to optimise their
health and social well-being and educational potential;
- Lifelong learners, capable of using reflective practice within a framework of
continuing professional development;
- Critical in evaluating their practice, seeking to base their practice on high
quality research evidence and able to contribute towards the culture of
enquiry within their profession;
- Flexible, innovative, and responsive to change, able to manage themselves
and others within shifting contexts of health, social care, and education, while
ensuring quality and productivity;
- Able to operate in interdisciplinary and multi-agency environments, working
effectively with different professionals, organisations, and individuals.
146.0 CONTENT AND STRUCTURE
6.1 Key Features
Each year of the programme consists of 120 credits, organised into modules which
vary in weight from 20 to 40 credits.
All modules are compulsory and students must pass all components of the modules
in order to progress to the next level of the programme. A short induction period at
the start of the programmes in Year One provides an overview of course structures,
student orientation and our expectations of students pursuing professional careers.
Additionally, students are supported in their transition between levels of the
programmes through introductory sessions at the start of each academic year. In
Year Three it is proposed that transitional work at the end of Year Two will be
enhanced to support the transition to placement five at the beginning of Year Three.
6.2 Module Outlines
Full module information can be accessed via eVision as follows:
- Within the Module and Course information section, select Course Profiles
- Select ‘Health Sciences’ for the school and the current academic year.
- Select your course from the list and select Profile (on the right hand side)
- To view module information click on the module code (left hand side)
- Within the module outline there is a ‘Module description’ section.
- Within this section select ‘additional module details’
- This will take you to a ‘general information’ page where there are tabs to
select along the top to select from learning outcomes to assessment details
and so on.
6.3 Assessments
Each module will be independently assessed both formatively and summatively in
ways that test intellectual rigour and evidence of critical thinking in the theory and
practice. A variety of assessment formats will be employed including written work
largely based around critical enquiry and professional reasoning including a
biopsychosocial case study, business case, poster presentations, viva voce, and a
problem-based essay. Other assessments include short answer questions, on line
MCQs, practical assessments and portfolio evidence in relation to Continuing
Professional Development (CPD). Standardised feedback forms, linked to the UEA
senate scales, have been developed and reinforces the feed forward mechanism of
reflection on learning.
Feedback provides guidance to students on their attainment of the assessment
specific guidelines and academic writing skills including referencing, structure and
grammar. Students can access all assessment details from the beginning of the
year, via HSC Studentzone Blackboard site including information about assignment
deadlines and the return dates for feedback. Students receive their assessment
feedback with the UEA turnaround time of 20 working days (30 days for
15dissertations). The assessment schedules for the programme is available via the
programme blackboard site. Please see information about exam board and marking
of assignments in the School handbook.
Description of type of specific assessments identified in the module outlines:
Academic Essays
Is a piece of structured writing that presents an evidence based argument. It has an
introduction, a body and a conclusion.
Research Dissertation
Is an extended piece of writing based on extended reading and some independent
research of a topic. The preparation and writing of the dissertation makes you take
responsibility, with the support of a tutor, for your own learning, for the whole process
of personal, independent study, time management, and the clear and methodical
presentation of the results of your research.
Poster Presentations
Show case your project. It combines text and graphics to present your project in a
way that is visually interesting and accessible. It allows you to display your work to a
large group of other scholars and to talk to and receive feedback from interested
viewers.
Practical Assessments
Assessing practical skills in fair, valid and reliable way. In an environment that
closely replicates the clinical setting.
Oral Presentation
Is a presentation to an audience. It is a skill that involves attention to your audience,
careful planning and attention to delivery.
Viva
Is an oral examination, where you will be asked questions on a topic and you have to
answer verbally.
Practice Placement
You will be assessed against criteria appropriate for your level of study by means of
a report by the placement educator.
Assignment formatting guidance:
Follow Health Sciences’ standard formatting for written assignments unless
otherwise told by your module lead. The full guidance is available via Studentzone
Blackboard within Policies and Processes/Guidance and Advice.
166.4 Placements
The requirement of the professional body (CSP) is that students must complete a
minimum of 1000 hours of assessed and passed practice placement experience.
The placement periods within the programmes enable students to complete 32
weeks of assessed experience, achieving 1100 hours of practice hours. In Year
One, placement 1 is a 2-week placement which is formative, and therefore does not
contribute to the hours. Placement 2 (4 weeks) requires the student to complete a
minimum of 30 hours per week. There are 14 weeks of placement experience in both
Year Two and in Year Three, (each has a 6-week and an 8-week placement)
enabling the student to complete a further 28 weeks of 35 hours per week.
All students undertake a range of practice placement experience to enable them to
work with different organisational settings, across statutory health and social care
providers and the private, voluntary and independent sector. The placements are
primarily located within East Anglia, but may extend geographically in response to
availability.
This programme enables students to organise and undertake a final, elective
placement (placement 6) which is chosen in regards to location and specialty,
through negotiation with their Personal Adviser. This discussion focuses on their
placement profile to-date, their identified learning needs, and the practice placement
opportunities. Practice placements to be taken overseas or in role emergent settings
must be agreed by the relevant Programme Director (overseas) / Personal Adviser
(role emergent) respectively. The transitional placement affords the opportunity for
the student to recognise and enhance their employability prospects in regards to the
acquisition of relevant professional knowledge, skills and attitudes.
6.5 Important information
6.5.1 Attendance Policy
Please refer to your Attendance and Engagement Policy available via the HSC
Students: School and General Information Blackboard.
In HSC, attendance at ALL sessions is compulsory as specified in the Programme
Conditions. 100% attendance is required because of the professional nature of the
course, as well as the integrated teaching methods.
6.5.2 Uniform Requirements
Attendance at your scheduled uniform fitting is mandatory. This provides an
opportunity for you to try on uniforms to ensure you order the correct size and fit.
The scheduled fitting dates will be detailed in your induction timetable. If you are
unable to attend please contact the ECB receptionist at ecb.reception@uea.ac.uk;
01603-597001 as soon as possible to ensure you receive your uniform order form in
a timely manner.
17Please note that failure to attend the uniform fitting and submit your uniform order
form could result in delays with your uniform being delivered. You CANNOT
ATTEND PLACEMENT unless you have a UEA student uniform.
Please contact the local support office prior to your uniform fitting to discuss any
additional uniform requirements you may have due to cultural beliefs or medical
grounds. (Hijabs can only be provided in black or blue).
6.5.3 Course Specific Awards
The School of Health Sciences offers an annual prize of £100 for the best overall
academic performance in BSc Pre-registration programmes.
187.0 USEFUL LINKS AND RESOURCES
Physiotherapy:
Publishes original research and facilitates continuing professional development for
physiotherapists and other professionals world wide
http://www.physiotherapyjournal.com/
Chartered Society of Physiotherapy (CSP):
Founded in 1894, the Chartered Society of Physiotherapy has grown to become the
profession's largest membership organisation.
http://www.csp.org.uk/
NICE:
NICE stroke rehabilitation guidelines adults, April 2016
NICE osteoarthritis: the care and management of OA hip in adults, Feb 2014
NICE Inspire: respiratory guidelines for physiotherapists in cardio-respiratory
settings, Feb 2016
NICE low back pain in adults: early management, July 2017
NICE Dementia, Feb 2018
www.nice.org.uk
198.0 FURTHER COURSE READING
Access your reading list now
Alongside making notes in your lectures and discussing topics in seminars, reading
is a core part of obtaining knowledge in any degree. Your reading lists for each
module will be available through an online system. Please click on the link below and
enter your module title or module code (found in this handbook) to
access each list https://uea.rl.talis.com/index.html
Once you are at UEA you will be able to access your reading lists directly through
your online modules (via Blackboard); but before you arrive you can use the steps
above to look at the reading you will be expected to engage with. This will give you a
better feel for the topics covered in your course.
Each module will have its own reading list and items will be recorded as 'core' or
'further' reading. This allows you to know what sources are mandatory for you to do
well in the course and which are additional- if you are interested in exploring the
topic further.
If you would like to get a head start on your reading please feel free to do so but we
would advise that you don't buy any books yet until you explore what the UEA library
has to offer.'
20You can also read
