University of BradfordUndergraduate Programme Specification

UNIVERSITY OF BRADFORDSchool of Health StudiesDivision of Allied Health ProfessionsProgramme title: BSc (Hons) Physiotherapy

Awarding and teaching institution:

University of Bradford

Final and Interim award(s): BSc (Honours) [Framework for Higher Education Qualifications Level 6]

BSc (Ordinary) [Framework for Higher Education Qualifications Level 6]

Diploma of Higher Education [Framework for Higher Education Qualifications Level 5]

Certificate of Higher Education [Framework for Higher Education Qualifications Level 4]

Programme title: Physiotherapy

Health Studies (for students gaining an award but who do not meet the clinical or professional body requirements that permit application for professional registration)

Programme approved/accreditated by:

Health & Care Professions Council (HCPC) and accredited by Chartered Society of Physiotherapy

Duration: 3 Years full time. Maximum 6 years full time in accordance with the Chartered Society of Physiotherapy Quality Assurance guidance

UCAS code: B160

Subject benchmark statement:

Physiotherapy (QAA 2001)

Date produced: 1 March 2011

Last updated : January 2014

Introduction

Physiotherapy plays an essential part in the overall health and well-being of a wide range of patients and client groups. Physiotherapists work in partnership with clients with an emphasis on person-centred care. They offer strong clinical leadership skills which will enable them to take a key role in health promotion, in the management of acute and long term conditions and in vocational rehabilitation. There is now a focus

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on the prevention of ill health, the promotion of well-being and personal responsibility for staying healthy.

In recent years there has been a shift away from a focus on the “core” areas of practice – those being musculoskeletal, cardio-vascular and respiratory and neurology – to much more diverse practice settings. The move towards primary health care and community management means that physiotherapists may no longer work with “specific groups” in predominantly acute-care areas but must be equipped to manage a much more diverse caseload often within a multi-disciplinary team and working across professional boundaries. Physiotherapists also need to have the necessary skills to manage and lead such teams often working in emerging roles with new health and social care providers.

Here at Bradford our approach emphasises the integration and application of theory and practice to produce an adaptable and innovative graduate with excellent professional skills who can use a research based, evaluative, problem solving approach to physiotherapy practice. You will be equipped with the skills to enable you to be a life-long learner and to embrace technology and technology-enabled learning, vital in modern healthcare.

Provision is mapped against the Health & Care Professions Council (HCPC) Standards of Education and Training and Standards of Proficiency (HCPC, 2009 and 2007), the QAAHE Subject Benchmark Statement for Physiotherapy and the Framework for Higher Education Qualifications (QAAHE, 2008, 2011), the Chartered Society of Physiotherapy (CSP) Learning and Development Principles (2010) and developed with reference to the draft Physiotherapy Framework and HCPC standards of Conduct, Performance and Ethics (2008). On successful completion of the three-year, full time programme graduates are eligible to apply for Registration with the Health & Care Professions Council and can apply for Membership of the Chartered Society of Physiotherapy. The title of ‘Physiotherapist’ is protected by law and anyone using the title must be registered with the HCPC. It is a criminal offence for someone to claim that they are registered when they are not, or to use a protected title that they are not entitled to use.

As a student at Bradford you will be encouraged to become a student member of the CSP and are given information about the benefits of membership by the Year Tutor and a CSP Student Advisor. You will be asked to choose a CSP student representative from within the cohort.

As an applicant, you will have a strong academic profile or recognisable potential to succeed on the programme. In addition to academic ability there is also the need to possess high level interpersonal and communication skills. You should be able to demonstrate knowledge of the scope and demands of physiotherapy practice, if possible through a period of work experience to familiarise yourself with work in a health or care environment. The Physiotherapy programme at Bradford is designed to attract a diverse range of applicants from a wide range of backgrounds.

The Division of Allied Health Professions is innovative in the field of technology-enabled learning with extensive use of the virtual learning environment, podcasts, use of video materials and the development of its on-line case-based virtual community ‘Bradton’. This resource was developed using patient and carer

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experiences and both serves to enhance the student-learning experience and respond to the need to involve patients and the public in all aspects of health and social care (Health & Social Care Directives DH, 2008).

The health service and care sectors are changing rapidly. To increase your ability to work collaboratively in an inter-professional environment the programme includes some inter-professional learning activities in each year using the school core modules.

Programme Aims

The programme is intended to:

A1 develop the subject skills and knowledge required for the safe and competent practice of physiotherapy, within legal and ethical boundaries in existing and emerging health and well-being environments

A2 meet the requirements and values of the Health & Care Professions Council and the Chartered Society of Physiotherapy in order to work within the legal and ethical boundaries of existing and emerging health, well-being and social care environments

A3 provide a supportive active learning environment in which students are encouraged to problem-solve and develop autonomous skills for life-long learning

A4 promote an evidence-based approach to the application of physiotherapy practice through a process of critical evaluation and reflection and the development of clinical reasoning skills

A5 maximise employability by equipping the student to work with and as part of multi-professional teams and to develop the skills of enterprise, entrepreneurship and innovation

A6 develop personal responsibility for the sustainable use of resources and transferable skills across units, stages and the differing learning and practice environments

Programme Learning Outcomes

Level 4 Learning Outcomes

When you have completed Level 4 of this programme you will be able to:

LO1 Demonstrate knowledge of the underlying concepts and principles associated with your area of study and an ability to evaluate and interpret these within the context of health.

LO2 Demonstrate an ability to present, evaluate and interpret qualitative and quantitative data to develop lines of argument and make sound judgments in accordance with basic theories and concepts relevant to health.

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LO3 Evaluate the appropriateness of different approaches to solving problems related to health.

LO4 Communicate the results of your study/work accurately and reliably, and with structured and coherent arguments

LO5 Have the skills and understanding to undertake further training and develop new skills within a structured and managed environment.

LO6 Demonstrate the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.

When you have completed Level 5 of this programme you will be able to:

LO1 Demonstrate knowledge and critical understanding of the principles of health and the way in which these have developed.

LO2 Demonstrate an ability to apply underlying concepts and principles outside the context in which they were first studied, including the application of those principles in an employment context.

LO3 Demonstrate knowledge of the main methods of enquiry in health, and ability to evaluate critically the appropriateness of different approaches to solving problems in health.

LO4 Demonstrate an understanding of the limits of your knowledge and how this impacts on your analyses and interpretations of that knowledge

LO5 Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis

LO6 Effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively

When you have completed Level 6 of this programme you will be able to:

LO1 demonstrate knowledge and understanding of human function and dysfunction, the theory and practice of physiotherapy and the current trends and developments in the practice of health and social care. This will be contextual to both the needs of individuals and health and social care provision related to local and national policies.

LO2 integrate theory and practice in both academic and a variety of practice settings. This will enable you to develop clinical reasoning and problem solving skills to assess patient problems and plan intervention to meet service user and carer goals.

LO3 apply physiotherapy skills in response to the physical, psychological, social and cultural needs of individuals or groups using critical evaluation of the

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available evidence. This will facilitate a reflective approach encompassing evidence based practice and a commitment to lifelong learning.

LO4 work as a member of the multi-disciplinary team within diverse settings providing an inter-agency and cross-boundary approach to client-centred health and social care.

LO5 work in partnership with service users to promote, maintain and improve personal and public health and wellbeing.

LO6 work as an autonomous professional, who can evaluate and reflect on your own scope of practice and respond to the changing models of health and social care delivery, the implications of limited resources and the need for a holistic approach to client-focused care.

LO7 demonstrate personal transferable key skills in problem solving, critical thinking, written and verbal communication, team working, professional autonomy, innovation, entrepreneurship and leadership, time management, prioritisation of workload, reflection and self-evaluation, and use of existing and emerging technologies.

Curriculum

Stage one/level 4:

Level 4 has a high practical content both in terms of the number of modules containing practical skills and in the number of hours devoted to skills-based teaching and learning. The integration of theory and practice in the neuromusculoskeletal modules and also in the wellbeing modules, require high levels of student participation and engagement. Strong links between theory and practice are facilitated through widespread use of a problem-solving case-scenario approach.

Professional skills are integral to your development as a physiotherapist. Participation in interactive professional skills development involves experience, observation and feedback and is essential to your physiotherapy education. You are strongly encouraged to act as a model for the teaching and learning processes involved in the acquisition of physiotherapy skills both in the School and in practice placements. However you are under no obligation to agree to be a model and your refusal is in no way a barrier to your continued eligibility to participate in skills learning exercises. In order to maintain safe practice and meet legal requirements, Higher Education Institutions must ensure all students give consent prior to their participation in any activities that may impact on their health or safety status, or the health or safety status of others. You will therefore be asked to complete a consent form on a yearly basis.

By the end of this level you will have an understanding of basic pathological processes such as healing and inflammation and the body systems in both health and disease. This includes the psycho-social aspects of ill health and promotion of wellbeing. You will be able to select, justify and carry out basic physiotherapy management of common musculoskeletal and other medical problems which will

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include selecting appropriate advice and exercise aimed both at the individual and groups of clients. The School core module will develop your ability to work collaboratively with students of other disciplines through an understanding of each other’s roles and also the significance of working with service users and carers.

Level 4

Module Code

Module Title Type Credits Level Study period

HP-P402T Neuromusculoskeletal Practice – The Lower Limb

Core 30 4 1

HP-P401D Health, Wellbeing and Exercise Core 20 4 1

HEA-4012L Principles of Collaborative Professional Practice

Core 20 4 1 & 2

HP-P400T Health and Wellbeing in Context Core 30 4 2

HP-P403D Neuromusculoskeletal Practice – The Upper Limb

Core 20 4 2

Students exiting the programme following successful completion of level 4 will be eligible for the award of Certificate of Higher Education in Health Studies. This does not confer eligibility to apply for registration with the HCPC.

Level 5:

The emphasis at this level is on the development of more advanced and specialised skills directed towards the common areas of physiotherapy practice. You will explore principles of management of the patient with cardiovascular and respiratory, neurological and spinal conditions, highlighting the importance of patient engagement and the management of long term conditions in these areas. These principles will be applied across the age spectrum with again an emphasis on the diversity of settings where these conditions may be encountered.

Also at this level, sessions are identified as ‘practice preparation’ to ensure that students are as well prepared as possible with regard to the various expectations of professional practice. Your first practice experience is a three-week formative placement - Orientation to Practice, which links to Professional Practice 1 (HP-504W). This exposes students to various settings and offers you the opportunity to practice the communication skills required to work in such environments before embarking on credit-rated five week placements later in the second year. There are two Professional Practice placements in year 2 both worth 15 credits. In addition you will organise an elective placement at the end of year 2. This gives you the chance to organise a placement in an area of your choosing; maybe an area where you feel your skills are lacking, an emerging area of health or social care or maybe overseas to experience health and social care in a different culture. This placement is not credit rated but is marked on a pass/fail basis and you will be supplied with an assessment booklet with clear learning outcomes and guidance for you and your educator. You will also be given information to give to your educator about the expectations of an elective placement and its place within the programme as a whole. The university also offers comprehensive advice for students who are studying abroad.

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By the end of level 5 you will be able to engage in a wide variety of practice placements using a variety of physiotherapy skills applied to a wide range of clients and patients. You will also have the ability to reflect on interventions, to identify your own learning needs and to use this information in the portfolio used to evidence continuing personal and professional development. It is important to be able to find, interpret and apply research both to underpin theoretical knowledge and practical application. The School core module will develop research skills through the concept of wellbeing in collaboration with other disciplines giving a contemporary context to learning.

Level 5

Module Code

Module Title Type Credits Level Study period

HP-P500G Neuromusculoskeletal practice - Spinal Core 15 5 1

HP-P501D Principles of Cardio-vascular Respiratory Practice

Core 20 5 1

HP-P502D Principles of Neurological Practice Core 20 5 1

HP-P503W Personal Professional Development Core 15 5 1 & 2

HEA-5000L Evidencing professional practice Core 20 5 1 & 2

HP-P504W Professional Practice 1 Core 15 5 2

HP-P505G Professional Practice 2 Core 15 5 2

Students exiting the programme following successful completion of level 5 will be eligible for the award of Diploma of Higher Education in Health Studies. This does not confer eligibility to apply for registration with the HCPC

Level 6:

The emphasis at this level is on independent learning. You will complete an independent literature review demonstrating understanding of research skills as the assessment for the school core module at this level. The Evidence Based Guideline Development will also develop your understanding of research skills. This module is a distinctive feature of the programme which emphasises group work in both delivery and assessment. It is deemed to be extremely relevant to practice. The Division, with input from the University Careers Office and the CSP, offers support for students on preparation for interview and employment. This will be integrated into the Continuing Personal and Professional Development module that addresses issues of employability, enterprise and entrepreneurship, helping you to prepare for the workplace.

Practice placements at this level are worth a total of 60 credits and reflect the importance of the practice element of the programme. Professional Practice modules over years 2 and 3 contribute 42.5% to the overall degree classification.

By the end of this level you will be able to demonstrate that you meet all the programme learning outcomes through successful completion of academic work and practice modules. You will utilise the full range of physiotherapeutic, interpersonal, team-working and reflection skills ultimately to a standard expected of a newly

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qualified physiotherapist. You will be eligible for the award of BSc (Hons) Physiotherapy.

Level 6

Module Code

Module Title Type Credits Level Study period

HEA-6000L Research for Advancing Professional Practice

Core 20 6 1 & 2

HP-P601D Professional Practice 3 Core 20 6 1

HP-P600L Continuing Personal and Professional Development

Core 20 6 1 & 2

HP-P6000L Evidence Based Guideline Development Core 20 6 1 & 2

HP-P602D Professional Practice 4 Core 20 6 2

HP-P603D Professional Practice 5 Core 20 6 2

Students who are eligible for an academic award but who do not meet the clinical and professional requirements that permit application for professional registration with the HCPC will receive a degree with the title “Health Studies”.

The learning outcomes for these awards and the final award are consistent with those of the Framework for Higher Education Qualifications (FHEQ) in England.

The curriculum may change, subject to the University's programme approval, monitoring and review procedures.

Teaching and Assessment Strategies

The physiotherapy programme uses a diverse range of teaching, learning and assessment strategies that reflect the diversity of the student population, accommodating different learning styles. This varied approach seeks to facilitate the success of all students and the all-round development of a competent physiotherapy practitioner able to meet the learning outcomes (LO) for the programme. Lectures are supplemented with small group tutorials and practical sessions to facilitate an active and collaborative approach to learning. Case based scenarios are used to facilitate the development of clinical reasoning skills alongside a skills-rich curriculum. These skills are ultimately evidenced in the practice setting measured by success in meeting the learning outcomes detailed in the professional practice assessment booklet.

Inter-professional learning:

Three specific inter-professional school core modules are delivered at each level of the degree programme, and students across the school learn together, with some assessments requiring you to work collaboratively with students of other disciplines on a summative assessment. You will be allocated into multi-professional groups in year 1 and continue in these for the inter-professional module in year 2.

These school inter-professional core modules are:

Principles of Collaborative Professional Practice (year 1)

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Evidencing Professional Practice (year 2)

Research for Advancing Professional Practice (year 3)

Inter-professional learning within the Division has been informed by a review of the HCPC Standards of Proficiency for both Occupational Therapy and Physiotherapy, curriculum guidance from the respective professional bodies, and the QAAHE Statement of Common Purpose for the health and social care professions. The QAAHE statement of common purpose is designed to be used in conjunction with the subject specific benchmarks, and focuses on student’s learning to meet the needs of service users and carers through effective teamwork, inter-professional and inter-agency working, communication and professional expertise. There are areas of commonality underpinning profession-specific skills, which can be improved by the sharing of learning and thus enhance student experience and employability. Many of these areas are also addressed within the school core modules detailed above e.g. person centred care, communication and ethical practice. Issues that are not developed within the core modules, that are common to both occupational and physiotherapy will be addressed through shared delivery. The mode of delivery will consist of elements of modules, so that areas that are relevant to both professional groups will be delivered jointly, through themed days to facilitate sharing. This will allow space within the curriculum to apply generic knowledge to profession specific concepts and additional shared discussion of each profession’s contribution will enhance understanding of roles in practice.

The programme utilises a blended learning approach with technology-enabled learning playing a central role within this. You will maintain a reflective e-portfolio which is particularly useful in the practice environment but also forms a vital part in the assessment strategy of the core modules for the School. You are encouraged to use the e-portfolio to record learning experiences, as a basis for personal and professional development planning and for personal and academic tutorial sessions. PebblePad is currently offered as an electronic tool by the Chartered Society of Physiotherapy in addition to the University of Bradford, giving our graduates the opportunity to continue using a tool with which they are familiar. This is an ideal way to continue to evidence reflection and CPD, now a statutory part of continued professional registration.

Student feedback indicates a high level of satisfaction with the learning and teaching experience provided in the Division, as evidenced in unit and stage evaluation and the National Student Survey. Teaching and learning has been informed by a range of projects that relate to service user involvement in partnership with external agencies and organisations, including the development of the Virtual Community of ‘Bradton’ http://bradton.pbworks.com/w/page/13574418/FrontPage which provides the foundations for programme learning outcome 5.

The introduction of a clinic originally funded by Bradford Primary Care Trust and now supported by the University has enabled students to develop the competences necessary for future employment and is a good example of Knowledge Transfer in the Division. This provides patients who are registered with the University Health Centre, the opportunity to self-refer for treatment for acute musculo-skeletal conditions, for assessment and treatment by physiotherapy students under supervision of a HCPC registered physiotherapist. It gives students at all stages of

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training, the opportunity to practice skills in a protected setting with the potential to enhance employability.

There is a strong emphasis on work-based learning in the practice setting to promote the application of theory to practice and the development of clinical reasoning skills; this has been developed with reference to the Code of Practice for Work based and placement learning (QAA 2007). Professional Practice commences during the second year of the programme and meets the Professional Body’s recommended minimum of 1,000 hours. This forms an integral part of the learning process and is vital to both your academic, personal and professional development. These practice modules take place within units in hospitals, clinics, GP practices and community services mainly in the Yorkshire region. There is a trend for increasing numbers of placements in community and primary care settings and contact with a diverse client group in those settings. The programme is structured in a format that allows you to build the profession specific background knowledge and skills during years one and two with the emphasis moving towards problem solving and reasoning skills ready for professional practice. At the point of the first credit-bearing practice placement, you will have studied all aspects to allow participation in a placement in any area or speciality and apply physiotherapy principles to a wide variety of patients or clients.

Placements are sourced, allocated and administered by a central unit funded by the SHA and located at Leeds Metropolitan University, which serves the four education providers in the region. Practice (Clinical) Educators Programmes and regular updates are run jointly by us; Leeds Metropolitan University, York St. John University and the University of Huddersfield. Students are encouraged to give placement feedback via an on-line questionnaire, which then is circulated to the respective university to inform the process of placement audits.

Teaching strategies vary across clinical sites but as a student you can expect close supervision from senior members of the profession with frequent and timely feedback. Students who engage with and act on that feedback often achieve excellent standards.

Assessments aim to promote and develop reasoned professional knowledge and skills. Methods used will allow you to demonstrate achievement of the learning outcomes. There will be opportunities for formative feedback to assess your progress prior to final achievement of modular outcomes. Programme Outcomes 1 and 2 will be demonstrated through practical viva’s, written assignments and examinations. Practice placement assessments, will demonstrate achievement of LO 1 - 7 and posters, e-portfolios and group activities, will demonstrate achievement of skills associated with employability as well as core curriculum learning (LO1, 2, 7).

The assessment strategy for practice placements has been developed collaboratively with all four universities in the region. There is a common assessment tool, commented on favourably by our clinical colleagues, which undergoes annual review from the collective clinical co-ordinators. This offers as robust an assessment as is possible with many clinical sites involved; with standardised learning outcomes across the domains being tested. In addition to the paperwork for the Bradford programme, there will be a pass/fail element for professional conduct. It is a programme requirement that this element must be passed. This will mean that a student who has exhibited behaviour not in keeping

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with Standards of Proficiency (HCPC) or Rules of Professional Conduct (CSP) will fail the placement overall, with a mark capped at 35% even if they have achieved an average pass mark across the domains being tested.

De-brief days are held at the end of a 5-week placement or at the next available opportunity within an academic ‘block’. These enable students to discuss their experiences – good or not so good - with a member of staff and with each other. Even ‘negative’ events can then be turned into a worthwhile learning experience. Expectations of clinical educators and the transition from level 5 to 6 can also be discussed here.

Assessment Regulations

This Programme conforms to the general principles set out in the standard University Assessment Regulations which are available at the following link:

http://www.bradford.ac.uk/aqpo/ordinances-and-regulations/

There are a number of exceptions to these regulations which are;

1. Students are not permitted to carry any credits at 35% where the assessment for those credits is of a practical nature. Where a module has a dual assessment and part of that assessment is practically based, students are not permitted to pass that module if they fail that practical component, even if the overall weighted average is over 40%.

2. Each Professional Practice module must be passed in sequence. Where a Professional Practice module has more than one element, these must also be passed sequentially. Where a Professional Practice module is failed, the supplementary assessment will normally be undertaken at the next available placement opportunity.

3. Each Professional Practice module has a ‘Professional Conduct’ element which must be considered to be of an acceptable standard before the module can be passed. If a student fails this element, the mark for the placement as a whole will be capped at 35%.

4. In accordance with Professional Body requirements, you are not permitted more than two attempts at a Professional Practice placement. Students who fail two practice placements in an academic year will normally be asked to withdraw from the programme.

Admission Requirements

The University welcomes applications from all potential students regardless of their previous academic experience; offers are made following detailed consideration of each individual application. Most important in the decision to offer a place is our assessment of a candidate’s potential to benefit from their studies and of their ability to succeed on this particular programme. Entrance requirements for each programme will vary but consideration of your application will be based on a

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combination of your formal academic qualifications and other relevant experience. Please talk to us if you do not fit the standard pattern of entry qualifications.

If you have recent, relevant prior certificated or experiential learning which may be considered to be equivalent to parts of this programme, the University has procedures to evaluate this learning in order to provide you with exemptions from specified modules contained within the curriculum. The University will consider a claim of up to 50% of the balance of the named award for which you are applying. Please note however, that we would not normally accept a claim related to professional practice modules. More information about the process can be found by following this link:

http://www.bradford.ac.uk/aqpo/assessment-and-external-examining/recognition-of-prior-learning/

Please contact us to discuss your individual case and requirements prior to submitting an application as retrospective claims for RPEL/RPL will not be considered.

The University of Bradford has always welcomed applications from disabled students, and these will be considered on the same academic grounds as are applied to all applicants. If you have some form of disability you may wish to contact the programme leader before you apply.

Application to the programme is through UCAS. All candidates must satisfy the minimum entry requirements of the Division which are 7 GCSE passes at grade C or above including mathematics, English and science (dual science, individual biology or equivalent award e.g. key skills level 2) and 320 points or equivalent on the UCAS tariff system. Students with a non-traditional education background are considered with a range of qualifications, even if they do not fulfil the above criteria provided that there is evidence of successful study within the last 3 years. In addition to academic entry requirements candidates must also demonstrate an understanding of the diverse nature of physiotherapy through research into the profession via the internet, publications or appropriate work experience. Offers are only made after detailed consideration of each individual application and subsequent interview. Most important in this decision is our assessment of a candidate’s ability to succeed on this programme and their suitability for entry to the profession at graduate level.

We also welcome international students onto this programme. As well as meeting the entrance requirements above, you also need to achieve one of the following English Language qualifications:

IELTS – an overall band score of 6.5 with no element at less than 6

TOEFL – a score of 94 in the internet based test (Please note that the Toefl paper-based test and the Toefl electronic test are no longer accepted by the HCPC)

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To apply to be admitted to the HCPC register, you must be able to communicate to the standard of Level 7 of the IELTS (or equivalent) with no element less than 6.5. One of the programme aims (A2) states that the programme will ensure that you meet the requirements and values of the Health & Care Professions Council (HCPC) and as such the named award is linked to eligibility to apply for registration with the HCPC; we cannot therefore grant the named award unless you meet all programme aims. You may be asked therefore, to provide evidence of English language proficiency (this may include undertaking further testing via IELTS). Failure to meet this programme aim will result in the fallback award being conferred.

In addition to meeting the academic entrance requirements all places are offered subject to satisfactory occupational health screening. This will involve completing an occupational health questionnaire and possible attendance at a medical appointment. The offer of a place is also subject to a satisfactory enhanced Disclosure and Barring Service (DBS) check. These are to ensure the student can meet the physical and emotional demands of the programme and the requirements of the Schools Learning and Development agreement with Health England, Yorkshire and Humber for protection of the public.

Where issues are identified during application in the DBS or occupational health assessment the results will be notified to the applicant with the case being referred to a multi-professional panel for consideration.

Each year, up to 55 undergraduates are admitted to our programme; the number of places funded by the Department of Health varies in relation to the commissions by Health England, Yorkshire and Humber. This means that often there are non-funded places available to applicants that are not eligible for Department of Health funding.

Learning Resources

The JB Priestley Library on the city campus and our specialist library in the School of Management provide a wide range of printed and electronic resources to support your studies. We offer quiet study space if you want to work on your own, and group study areas for the times when you need to discuss work with fellow students. Subject librarians for each School provide training sessions and individual guidance in finding the information you need for your assignment, and will help you organise your references properly. .

Student PC clusters can be found in both our libraries and elsewhere on the campus. Many of these are open 24/7. You can also use the University's wireless network to access the internet from your own laptop. Most of our journals are available online (both on and off campus), and you can also access your University email account, personal information and programme-related materials this way.

Staff are on hand during the daytime to help you if you get stuck, and there is a 24/7 IT helpline available.

Student Support and Guidance

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Programme Team

Support for you personally and in your programme of study, will be provided both by the University and the Programme Team. You will be allocated a Personal Academic Tutor who is someone with whom you will be able to talk about any academic or personal concerns. The School will ensure that there is someone available with whom you feel comfortable to help and support you. You will be provided with comprehensive school and programme handbooks that you can consult on a range of learning and assessment issues and your programme tutors will be available to consult on subject specific queries.

In addition Students on the BSc Hons Sport Rehabilitation programme are able to access therapy practical rooms for self-directed study; access to NHS Anatomy TV - online anatomy resource and the Physiotherapy and sport rehabilitation clinic to consolidate their learning.

Practice placement support:

Students on practice placement are assigned to a named educator who is usually a senior member of the physiotherapy profession. You can also expect support from a named member of divisional staff, usually via face-to-face contact but may also be by e-mail or telephone. This visit is usually at the mid-way point of a three or five week placement and will normally last for up to an hour. Lecturing staff input into the formal assessment process at this point. The role of the visiting tutor includes offering support and advice to both students and educators. A key role is facilitating dialogue to ensure that expectations and outcomes are appropriate and achievable and that suitable learning goals are being set. Students may also contact their tutor at any time during a placement to discuss any concerns they may have or to request a visit. Tutors will be prepared to act as intermediaries or offer pastoral or academic support as the situation demands. You can expect to receive close supervision from your clinical educator, especially in the early placements with weekly discussion about your progress and learning goals.

In preparation for professional practice, modular hours in Personal and Professional Development (HP-P503W) in Year 2 are dedicated to preparing students for practice placements. Familiarisation with the Standards of Conduct, Performance and Ethics and the Standards of Proficiency (HCPC) and the Standards of Physiotherapy Practice and Rules of Professional Conduct (CSP) is an important part of this preparation. Although these have already been introduced from an early stage in the programme, you must now start applying them in practice settings.

Most sites provide information held on a regional database giving details of the location, uniform regulations, hours worked and advice on how students can best prepare for the placement.

There is an elective placement at the end of the 2nd year. Students organise their own elective placements but to help inform their choice, 3 rd year students give a presentation on their electives to 2nd years during semester 1. The teaching team are also able to offer advice but it is stressed that it is your responsibility to arrange this placement. Due to the often widespread geographical nature of these placements, members of divisional staff are unable to visit. However, the university

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and the division is manned throughout the summer break should any student or clinical educator need help or advice.

As part of the Schools role in the protection of the public and to facilitate your wellbeing you may be referred back to occupational health and or the schools Fitness to Practice Panel if issues arise during your programme.

Language Support

Throughout your programme you will develop your English verbal and written skills with various modes of assessment evaluating these elements. On successful completion of the programme you will therefore be able to meet a standard equivalent to level 7 of the International English Language Testing System (IELTS), with no elements below 6.5. One of the programme aims (A2) states that the programme will ensure you meet the requirements and values of the Health & Care Professions Council (HCPC) and the Chartered Society of Physiotherapy (CSP). If you require help with English language, the university offers programmes for International and home students; you will be given encouragement and the opportunity to attend.

Students’ Union

We value the feedback provided by students and collaborate with the Students’ Union, through a system of programme representatives and formal staff student liaison committees, so that any issues you wish to raise are addressed rapidly.

The Students’ Union and the University of Bradford work in partnership to provide confidential counselling and welfare services where you can get help with any aspect of your personal or academic life. Student Financial and Information Services (based in the Hub) will provide you with information about a diverse range of issues such as council tax, personal safety and tourist information. International Students can access a range of additional advice and support services through the Student’s Union.

Employability and Career DevelopmentThe University is committed to helping students develop and enhance their employability profile and capabilities through learning opportunities embedded within the curriculum.

Furthermore, the University is committed to supporting students to develop their commitment towards a career pathway(s) and to implementing a career plan. Professional career guidance and development support is available throughout your time as a student and as a graduate from Career Development Services. The support available from Career Development Services includes a wide range of information resources, one to one appointments, a weekly workshop programme, a mentoring programme, graduate recruitment and careers fairs, plus information and help to you find part time work, summer work placements, graduate internship programmes and graduate entry vacancies. In addition, some students as part of their programme of study may have the opportunity to complete a Career & Personal Development accredited module delivered by the Career Development Service.

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All students are encouraged to access Career Development Services at an early stage during their studies and to use the extensive resources available on their web site www.careers.brad.ac.uk.

Career Development Services annually undertakes a survey of all graduates to find out their destination six months after graduation. The survey gathers data on the employment and further study routes graduates have entered and a range of other information including job roles, name and location of employers, salary details etc. The survey findings for each programme of study are presented on the programme information pages on the University website and via Career Development Services’ website www.careers.brad.ac.uk

As a Year three student, you will be supported by the Division, the University’s Careers Service and the CSP with regard to maximising your employment potential. Support is available during the final year of the degree in the form of seminars on CV-writing, profession-specific requirements in applications and interviews, terms and conditions of health service employment etc. Lecturing staff are often willing to give help and advice on CVs and applications even after graduation. The level 6 module ‘Continuing Personal and Professional Development’ is designed to prepare you to meet the expectations of your first post and registration with the HCPC. It allows a degree of optionality within the module in order to meet your individual needs with regard to your preferred first destination.

Learner Development Unit for Academic Skills Advice:

For undergraduate students who are looking to improve their marks during their time at university, study skills and maths advice is available to all regardless of degree discipline or level of study. Students can access a programme of interactive workshops and clinics which is delivered throughout the year. This is in addition to our extremely popular face-to-face guidance from our advisers, who also offer a wide range of online and paper based materials for self-study.

http://www.bradford.ac.uk/learner-development/

Disability

Disabled students will find a supportive environment at Bradford where we are committed to ensuring that, where possible, all aspects of student life are accessible to everyone.  The Disability Service can help by providing equipment and advice to help you get the most out of your time at Bradford. It is a place where you can discuss any concerns you may have about adjustments that you may need, whether these relate to study, practice experience, personal care or other issues.    For more information contact the Disability Service by phoning: 01274 233739 or via email: disabilities@bradford.ac.uk

Students of the School of Health Studies who are supported through the disability office and or following an occupational health assessment will have a learning support report that also includes reasonable adjustment advice for practice settings.

You do not have to disclose a disability when you apply for the programme but the university has a responsibility to give you the opportunity to disclose a disability in a safe and confidential way. You are strongly advised to discuss your individual issues so that we can identify the reasonable adjustments required to meet the learning

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outcomes of the programme and the standards of the HCPC. The School is working with placement providers and the University’s Disability Office to establish parameters for supporting the reasonable adjustments identified as being required to facilitate fully inclusive learning in academic and practice settings.

University policies and initiatives

Learning and TeachingOur University approach to learning, teaching and assessment is encapsulated by an integrated set of themes and principles within our Curriculum Framework. All of our degree programmes have been designed to provide you with an inclusive and engaging learning environment which gives you the opportunity to thrive and develop in your area of study. Our research-informed programmes have a particular focus on developing your employability. We also place a strong emphasis on collaborative, real-world and enquiry-based learning, supported by appropriate learning technologies. Our assessment is designed not just to measure your achievement, but also to shape and guide your learning through preparing you for the increasing level of challenge as you progress through your degree. Together, these lead to you developing a distinctive set of graduate attributes which will prepare you for life beyond university.

Teaching areas in the campus have been upgraded over the last three years to create more interactive learning areas as well as incorporating the latest teaching aids with access to online materials in most of the classroom spaces and wireless connections. Along with being a low carbon emissions building, the school of health building has two bespoke physiotherapy teaching rooms equipped with interactive teaching and filming equipment. The ‘treatment areas’ are individually screened to enhance dignity and respect and give a realistic (i.e. clinical) feel to the teaching spaces. Electrotherapy equipment reflects the equipment, old and new, that you may find when working on practice placements. There has been a lot of recent investment including a state of the art movement laboratory equipped with contemporary exercise and research equipment. There is a separate double height gymnasium area complete with audiovisual equipment for teaching purposes. You will also be able to access a small two bedded treatment room where you can treat patients under the supervision of qualified staff as part of the division’s clinic activity.

Ecoversity:

Ecoversity is a strategic project of the University which aims to embed the principles of sustainable development into our decision-making, learning and teaching, research activities campus operations and lives of our staff and students. We do not claim to be a beacon for sustainable development but we aspire to become a leading University in this area. The facilities we create for teaching and learning, including teaching spaces, laboratories, IT labs and social spaces, will increasingly reflect our commitments to sustainable development. Staff and student participation in this initiative is crucial to its success and its inclusion in the programme specification is a clear signal that it is at the forefront of our thinking in programme development, delivery, monitoring and review. For more details see www.bradford.ac.uk/ecoversity

Further Information:

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For further information, please check the University prospectus or contact Admissions.

The Admissions OfficeThe University of BradfordRichmond RoadBradford, BD7 1DPUK

The Admissions OfficeSchool of Health StudiesThe University of Bradford25 Trinity RoadBradford, BD5 0BBUK

+44 (0)1274 233054

http://www.brad.ac.uk/courses/

+44 (0)1274 236367

http://www.brad.ac.uk/acad/health

The contents of this programme specification may change, subject to the University's regulations and programme approval, monitoring and review procedures.

References

Chartered Society of Physiotherapy (2005). Learning in the practice environment in qualifying programmes of physiotherapy: Guidance on its organisation, delivery and recognition. London: Chartered Society of Physiotherapy

Chartered Society of Physiotherapy (2010) Learning and Development Principles. London: Chartered Society of Physiotherapy

Department of Health (2008). A high quality workforce: NHS Next Stage Review. London: Department of Health

Health & Care Professions Council (2008). Standards of Conduct, Performance and Ethics, London: Health & Care Professions Council

Health & Care Professions Council (2009). Standards of Education and Training. London: Health & Care Professions Council

Health & Care Professions Council (2007). Standards of Proficiency - Physiotherapists. London: Health & Care Professions Council

Quality Assurance Agency Subject benchmark statement – Physiotherapy Available from: http://www.qaa.ac.uk/academicinfrastructure/benchmark/health/physio-final.asp

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