learning outcomes and marking criteria - university of … · web viewthe assessment system calls...

Faculty of Health and Human Sciences

School of Health Professions

BSc (Hons)

Physiotherapy

Placement Assessment Guidelines: Year Three:

PHY321a and PHY321b

Revised Sept 2013

Placement Assessment Guidelines: Year 3 (i)P a g e | 1

Placement Assessment Guidelines – Year 3 (i)

The performance of the student on clinical placement is assessed by a clinical educator with the support and guidance of a visiting tutor from the university.

There are five areas of practice that will be assessed. These are:

I. Interpersonal skills and professional behaviourII. Organisation and management skillsIII. Patient/client assessment and examinationIV. Implementation of physiotherapy practiceV. Personal Development and Learning behaviour

These areas are the same for each year on the programme but the learning outcomes and marking criteria will differ between levels. This booklet contains the learning outcomes and marking criteria for year 1 and is therefore only used for students at that level. The clinical educator awards a mark within the band, which best reflects the achievement of the student. The assessment system calls for a midway assessment that is formally recorded on the assessment form. The final summative assessment is the completion of the form on the penultimate or final day of the placement.

All clinical placement assessments are marked with a grade between 0 and 100. All clinical placements may contribute to the overall degree classification of the student. You will note from the list below that not all grades within the 0-100 band can be used in the student assessment.

The grading bands of the marks are awarded as follows and are reflective of the degree classifications:

72, 75, 78, 82, 85, 88, 92, 95, 100%: 1st class/ excellent62, 65, 68%: 2:1 /very good52, 55, 58%: 2:2/ good42, 45, 48%: 3rd class/ acceptable0, 5, 15, 25, 32, 35, 38%: refer/fail

A learning contract is included in this booklet. The student and the clinical educator should use this to identify the learning needs of the student and monitor the achievement of these during the clinical placement.

All students on this programme need to complete a minimum of 1000 clinical hours; therefore, the clinical hours are formally recorded within this booklet. Please ensure that the pages recording the hours on placement are completed by the student and confirmed by the clinical educator.

Process:Students will bring with them a copy of this assessment form to the clinical placement. Both the student and the clinical educator will complete sections of this booklet as appropriate. At the end of the placement and after all sections have been completed the educator will retain a photocopy of this assessment form and get the student to return the form to the university.


Learning Outcomes and Marking CriteriaI. Interpersonal skills and Professional BehaviourThis category includes:

CommunicationVerbal, non verbal, listening, questioning and teaching skills used with peers, patients, relatives, physiotherapists and the wider clinical team. This includes giving and receiving feedback from peers and clinicians.

Team workingThe ability to identify own role within the immediate physiotherapy team, to understand and respect the roles of others within the multi-professional team and to integrate into and utilise the relationships within each team.

Professional BehaviourThis includes appropriate attitude, appearance and conduct. An awareness of issues of an ethical and moral nature.Displays behaviour which respects individuals’ dignity, privacy, issues of confidentiality, physical, cultural and psychological needs.Conform to professional standards of practice Ability to demonstrate reliability and trustworthiness within the confines of the placement

Learning Outcomes:By the end of the placement the student will be able to:

Level I Level II Level IIIDemonstrate appropriate communication skills with patients and members of the health and/or social care team

Demonstrate good communication skills with patients and members of the health and/or social care team

Communicate effectively and sensitively with patients, carers and members of the health and/or social care team

Demonstrate an awareness of individual physical, psychological and cultural needs.

Demonstrate consideration for individual physical, psychological and cultural needs.

Sensitively adapt to individuals physical, psychological and cultural needs.

Begin to recognise and respect the roles of all members of the multidisciplinary team. Initiate discussion where appropriate

Demonstrate an understanding of and respect for the roles of others, specifically the integrated nature of practice and interdependence within the multi-professional team.

Integrate into and workas a member of the available multi-professional team.

Adopt professional appearance and manner, demonstrating a basic awareness of ethical and legal issues.

Display professional appearance and manner demonstrating an understanding of ethical and legal issues.

Consistently demonstrate professional appearance and manner. Inherent with this is reliable and trustworthy behaviour.


I. Interpersonal skills and Professional Behaviour Assessment Criteria

Referral Fail

0, 15, 25

Communication skills are very poor –inadequate, ineffective and/or unclear.Unable to modify according to individual requirement, professional group or setting.

Is unable to relate to colleagues and/ or other team members. Unable to or insufficient evidence of the ability to demonstrate professional behaviour. Is unreliable and/or untrustworthy. Does not respect individual physical, psychological and cultural needs.

Referral Fail

32, 35, 38

Communication skills are poor - ineffective and/or unclear. Communication is often not adapted to the individual requirement or professional group or setting. Demonstrates limited use of non-verbal skills. Limited ability to overcome awkwardness or over confidence.

Despite encouragement demonstrates limited ability to relate to colleagues or team members. Inadequate evidence of ability to demonstrate professional behaviour. Is not consistently reliable and/or trustworthy. Does not consistently respect individual physical, psychological and cultural needs.

3rd

42, 45, 48

Communication skills are effective and acceptable. These are adapted to the individual requirement and / or professional group or setting.Is aware of the impact of own communication on others.

Needs encouragement but is able to build appropriate relationships with colleagues and the department or team.Satisfactory evidence of the ability to demonstrate professional behaviour. Is reliable and trustworthy.Consistently respects individual physical and/or psychological and cultural needs.

2:2

52, 55, 58

Communication skills are good - clear, effective and appropriate. Evidence of the ability to adapt to individual requirement and professional group and/or setting.

Is able to integrate within the department and team most of the time. Good evidence of ability to demonstrate professional behaviour in a range of situations.Is reliable, trustworthy and consistently carries out responsibilities. Consistently respects individual physical and/or psychological and cultural needs.

2:1

62, 65, 68

Communication skills are very good. Evidence of the ability to adapt to individual requirements, various professional groups and settings.

Effectively integrates within the wider team.Accepts professional responsibility for their role. Consistent evidence of ability to demonstrate professional behaviour in a range of situations.Is reliable, trustworthy and consistently carries out responsibilities. Consistently respects individual physical, psychological & cultural needs.

1st

72, 75, 78

Communication skills are excellent. Consistently effective, with the ability to adapt sensitively to the individual, setting and group. Listening skills are highly developed. Communication throughout a wider professional group is maintained.

Able to integrate into and effectively utilise the relationships within each multi-professional team. Wide ranging evidence supporting the ability to confidently demonstrate flexible professional behaviour.Gains the respect of others and is respectful.

1st

82, 85,

Communication skills demonstrate the ability to attain a highly professional, therapeutic relationship with clients.

Able to integrate into and be a respected member of the multi-professional team.Consistently demonstrates professional behaviour


88 Excellent communication demonstrated consistently within the immediate and multi-professional team.

to a high level in practice situations.

1st

92, 95,100

Exceptional ability to communicate effectively even in challenging situations.Utilises the full range of communication skills with wide ranging evidence to support their use.

Consistently demonstrates professional behaviour to a high level in practice situations.Demonstrates quick and fluent modification of behaviour when required. Contributes to effective team working.

II. Organisation and Management Skills

This category includes:

Time management - both of individual client interactions and of their own overall workload. Able to make effective use of time and respond appropriately to change e.g. utilises free time well (both organised and spontaneous).

Ability to prioritise - with reference to own workload, individual clients’ needs and the rest of the multi-professional team.

Demonstrate an awareness of the demands of clinical practice on the clinical educator and department and show initiative in responding to this.

Ability to function within the legal and ethical boundaries of their status. Ability to demonstrate an awareness of the structure and organisation of the placement.

Learning Outcomes:

By the end of the placement the student will be able to:

Level I Level II Level IIIManage own time and workload with guidance.

Manage and begin to prioritise own time and workload with an awareness of the demands on clients and of the needs of other professional groups.

Manage the varying demands of clinical practice through dialogue with the client and multi-professional team.

Demonstrate an awareness of issues of confidentiality, informed consent, legal requirements, policies and protocols that impact on patient management.

Demonstrate understanding of issues of confidentiality, informed consent, legal requirements, policies and protocols that impact on patient management.

Understand and integrate into daily practice issues of confidentiality, informed consent and legal requirements that impact on patient management.

Show an awareness of and involvement in the organisation and structure of the placement.

Show initiative in responding to the needs of the department.

Take full responsibility for the care of their patients while responding appropriately to the varying needs of the department and demands on the clinical educator.


II. Organisation and Management skills Assessment CriteriaReferral Fail

0, 15, 25

Ineffective in time management. Unable to manage allocated workload despite considerable guidance. Wastes time and opportunities. Frequently fails to carry out tasks or report back on difficulties. Is not punctual and is unaffected by the repercussions and consequences for others. Unable to prioritise workload despite considerable guidance. Shows a disregard for or is unaware of the need to gain informed consent or maintain confidentiality. Poor awareness of the organisational structure of the placement. Does not accept responsibility for the care of their patients.

Referral Fail

32, 35, 38

Inadequate evidence shown of ability to manage time. Does not always ask for clarification if doubt exists and / or may display over- confidence. Regularly requires guidance to manage and prioritise allocated workload. Prompting required to make use of opportunities. Is not punctual. Demonstrates a basic awareness of issues of confidentiality, informed consent etc that impact on patient management. Limited awareness of the organisational structure of the placement. Does not consistently accept responsibility for the care of their patients.

3rd

42, 45, 48

Shows evidence of ability to manage time effectively. Usually asks for clarification if doubt exists. Appropriate time management of individual patient interactions. Requires occasional guidance to prioritise workload. Only makes the most of some opportunities. Is consistently punctual. Consistently gains informed consent, maintains confidentiality and has an awareness of legal requirements, policies and protocols. Clear awareness of and some involvement in the organisational structure of the placement. Accepts responsibility for the care of designated patients.

2:2

52, 55, 58

Good evidence of the ability to organise and manage time effectively. Asks for clarification if doubt exists. Good time management of individual patient interactions. Requires minimal guidance to prioritise workload. Uses time effectively on many occasions and makes the most of many opportunities. Takes responsibility for own punctuality and time keeping. Integrates issues of confidentiality, informed consent etc into daily practice. Aware of their significance. Clear awareness of and involvement in the organisation and structure of the placement. Accepts responsibility for the care of designated patients with awareness of the demands on clients and of the needs of other professional groups.

2:1

62, 65, 68

Very good evidence of the ability to organise and manage time effectively. Asks for clarification if doubt exists. Very good use of individual patient interactions – maximising effectiveness through flexibility and best use of time available. Able to prioritise workload effectively with support rather than guidance. Makes the most of most opportunities. Integrates and understands issues of confidentiality, informed consent etc in daily practice. Discusses the structure and organisation of the placement. Engaged with the care of designated patients, aware of the demands on clients and of the needs of other professional groups.

1st

72, 75, 78

Excellent evidence of the ability to organise and manage time effectively. Always asks for clarification if doubt exists. Uses own initiative appropriately. Consistently able to prioritise workload and manages time effectively taking into consideration the needs of the client and the multi-professional team. Responds well to change, and makes full use of all opportunities. Functions within appropriate legal framework consistently, demonstrating sensitivity to ethical issues which may arise. Positively influences the placement structure and organisation.

1st

82, 85, 88

Always asks for clarification if doubt exists. Uses own initiative appropriately. Uses time to maximum effectiveness and makes the most of opportunities. Is flexible and responsive when negotiating placement structure and organisation. Shows considerable insight and understanding regarding legal requirements, ethical issues. Understands the overall demands on the team and the impact of achieving their workload on others.

1st Is highly organised and responsive to change. Demonstrates ability to manage


92, 95,100time effectively, at times multi–tasks with ease. Shows considerable insight and understanding regarding legal requirements and ethical issues. Makes full use of all opportunities and is clearly involved in placement and workload management.

III. Client examination and Assessment


Assessment – subjective, objective. Includes practical assessment skills. Perform appropriate specific tests. Identify screening questions and significant health indicators.Adapt generic assessments to individuals. Demonstrate an ability to risk assess and apply appropriate moving and handling techniques.

The ability to complete and maintain appropriate accurate written records.Incorporate known information from other sources, i.e. medical, nursing notes.Seek additional information when appropriate.

Ability to adopt a patient centred and develop a holistic approach.

Learning Outcomes:


Level I Level II Level IIIComplete a basic, safe and appropriate assessment with guidance.

Begin to modify assessments to individual needs and clinical presentation.

Undertake autonomous assessments which are appropriate to the patient’s presentation.

Use basic problem solving and clinical reasoning skills to plan an appropriate management programme.

Demonstrate problem solving and clinical reasoning skills to plan management programmes adopting a patient centred approach.

Synthesise the information gathered from the assessment to prioritise problems and develop a holistic management programme.

Demonstrate the ability to attain, retrieve and record accurate information in a succinct, legible and timely manner.

Demonstrate the ability to attain, retrieve, record and begin to analyse accurate information in a succinct, legible and timely manner.

Maintain accurate records which demonstrate the ability to analyse, summarise and synthesise relevant clinical findings from all sources.

Demonstrate an awareness of the significance of information gained from other professional sources.

Integrate relevant patient specific information from other professionals into the management programme.

Demonstrate an ability to liaise with other appropriate health professionals when developing a management programme.


III. Client examination and Assessment CriteriaReferral

Fail0, 15, 25

Unable to select or implement a basic, complete and appropriate assessment. Is unable to analyse and interpret findings or develop an action plan. Unsafe and/or ineffective. Does not use clinical reasoning skills. Unable to retrieve and document information accurately and/or appropriately.

Referral Fail

32, 35, 38

Needs frequent observation and considerable guidance to be able to select and implement basic examination procedures. May gain inaccurate data due to poor practical assessment skills. Clinical reasoning skills need considerable support. May demonstrate unsafe practice. Insufficient evidence of ability to consistently retrieve and document information appropriately.

3rd

42, 45, 48

Is consistently safe in examining patients. Assessment skills are generally selected and implemented appropriately giving accurate findings. Is usually able to analyse and interpret findings but finds it difficult to synthesise this into an action plan. Demonstrates basic clinical reasoning skills. Records findings appropriately but needs some guidance. Demonstrates evidence that skills in retrieval of information are sound.

2:2

52, 55, 58

Assessment skills are selected and implemented effectively. Is able to analyse, interpret findings and synthesise an action plan. Demonstrates good clinical reasoning skills. Clear evidence of competent retrieval of information and documentation demonstrated.

2:1

62, 65, 68

Is consistently able to select and implement appropriate examination procedures. Is able to analyse, interpret findings and synthesise an action plan adapted to individual requirements. Demonstrates very good clinical reasoning skills. Demonstrates retrieval of information from a range of sources. Documentation of information to a very good standard.

1st

72, 75, 78

Is consistently able to select, modify and implement examination procedures with increasingly complex patients. Is able to analyse, interpret findings and synthesise an action plan sensitively adapted to individual requirements. Demonstrates excellent clinical reasoning skills. Is able to consistently modify the assessment according to individual need and a range of clinical presentations. Able to retrieve and analyse information consistently well using all available sources. Notation is succinct, well organised, legible and timely.

1st

82, 85, 88

Is consistently able to select, modify and implement assessment procedures for routine and more complex clients. Is consistently able to analyse and interpret findings and synthesise an action plan. Is able to sensitively modify the assessment according to individual need and a range of clinical presentations. Demonstrates excellent clinical reasoning skills. Demonstrates excellent retrieval and analysis of information. Skills in documentation are succinct, well organised, legible and timely.

1st

92, 95, 100

Consistently able to undertake complex assessments, analyse and prioritise data while fully involving the client in their management programme. Able to adapt input in response to unpredictable situations. Demonstrates outstanding ability to attain, retrieve and analyse appropriate information. Documentation consistently succinct, legible, concise and timely. Adoption of a patient centred approach with multi-professional involvement.


IV Implementation of Physiotherapy Practice


Implementing a range of physiotherapy treatments, including advice, self management as well as manual skills, electrotherapy etc

Demonstrate problem solving and clinical reasoning skills to plan, deliver and evaluate management programmes

Demonstrate evidence based practise Demonstrate an awareness of health promotion strategies which impact on individual

situations and self management Determine appropriate discharge time and management e.g. referral on, discharge letter,

Learning Outcomes:


Level I Level II Level IIIDevelop and implement a basic management strategy based on assessment findings, clinical presentation and relevant knowledge base.

Develop, implement and start to evaluate an appropriate management strategy based on assessment findings, a relevant knowledge base and available evidence.

Demonstrate problem solving and clinical reasoning skills to plan, deliver, evaluate, adapt and progress management programmes based on a clear evidence and knowledge base.

Demonstrate the ability to select, implement appropriate treatment skills.

Apply, monitor, evaluate and modify treatments according to individual client response

Select, deliver, evaluate and develop management approaches which are relevant to the needs and interests of the individual.

Demonstrate an awareness of evidence based practice

Demonstrate an understanding of the complexities associated with incorporating the evidence base into practice.

Demonstrate the ability to select and critically evaluate an appropriate, relevant evidence base with which to underpin practice.

Demonstrate an understanding of discharge procedures.

Discuss, plan for and implement appropriate discharge procedures.

Discuss, plan for and implement appropriate discharge procedures.


IV Implementation of Physiotherapy Practice Assessment CriteriaReferral Fail

0, 15, 25

Unable to implement competent physiotherapy practice or implements inappropriate procedures. Is ineffective and / or unsafe. Does not evaluate effectiveness. Lacks basic relevant knowledge base. No awareness of discharge procedures.

Referral Fail

32, 35, 38

Is able to choose appropriate procedures but lacks the ability to effectively implement, or, implements inappropriate procedures. Is ineffective at evaluating practice. Is unable to modify procedures/plans or does not respond to change - works with rules and unable to apply principles as guidelines. Little awareness of discharge procedures.

3rd

42, 45, 48

Is able to implement basic but competent and appropriate physiotherapy treatment, advice or other appropriate strategies with minimal guidance. With occasional prompting makes on-going evaluation of effectiveness. Demonstrates progression and modification of treatment with guidance. Needs some guidance in the application of principles. Shows evidence of linking theory with practice and able to justify decisions. Able to discuss and implement appropriate discharge procedures. Demonstrates an understanding of the need to practise safely and effectively within their scope of practice.

2:2

52, 55, 58

Is able to implement competent and appropriate physiotherapy treatment. Usually able to make an on-going evaluation of effectiveness and to respond to change. With minimal prompting modifies procedures/plans. Is aware of principles but occasionally needs to seek guidance in their application. Contributes ideas from the literature to justify decisions. Clear evidence of linking theory with practice. Discharge procedures planned for and integrated into management programme with some guidance.

2:1

62, 65, 68

Is able to implement and modify competent and appropriate physiotherapy treatment, advice or other appropriate strategies. Is able to appraise and appropriately apply an evidence base. Routinely makes on-going evaluation of effectiveness. Discharge procedures planned for and integrated into management programme.

1st

72, 75, 78

Is able to selectively implement competent and appropriate physiotherapy treatment, advice or other appropriate strategies. Consistently able to justify decisions using an appropriate evidence base. Makes on-going evaluation of effectiveness. Is able to modify procedures/plans and respond to change. Consistently contributes ideas from the literature.

1st

82, 85, 88

Is consistently able to implement comprehensive treatment, choosing from a range of options a strategy which is patient centred, fully justified and evidence based.

1st

92, 95, 100

Fluently implements a comprehensive management strategy based on clear understanding of the available evidence base and its applicability to the individual situation and patient. Fully involves patients and all appropriate services throughout course of treatment with their discharge.


V. Personal Development and Learning Behaviour


Accepts responsibility for own behaviour. Is aware of the impact of own behaviour on others.

Ability to identify learning needs through a process of self -assessment and reflexive practice.

Takes responsibility for own learning by developing a dialogue with clinical educators. Balance the needs of self with the demands on the clinical team. Demonstrate the ability to learn from, with and support peers when appropriate.

Learning Outcomes:


Level I Level II Level IIIBegin to use self-assessment and reflective skills to optimise learning.

Engage with self-appraisal and reflective practice to direct personal and professional development.

Engage in an ongoing dialogue with self and clinical educator to maximise learning experiences and opportunities.


V. Personal Development and Learning Behaviour Assessment CriteriaReferral

Fail

0, 15, 25

Does not accept responsibility for own learning. Is unable to analyse own strengths and weaknesses. Lack of insight into development needs. Lacks concern about personal development. Negative reaction to, and does not invite feedback. Afraid of exposing "inadequacies" and is defensive. Is unable to reflect, rather is descriptive when discussing a learning event.

Referral Fail

32, 35, 38

Takes some responsibility for his/her learning but is not proactive in maximising opportunities for experiential learning. Tends to drift along. Difficulties in identifying strengths and weaknesses. Does not invite appraisal or guidance and limited response demonstrated when given feedback. Is able to identify own knowledge base but is unable to develop an action plan.

3rd

42, 45, 48

Takes responsibility for their own learning. Generally able to identify own strengths and weaknesses. Invites and accepts appraisal, guidance and constructive feedback, and demonstrates a positive response. Reflects with guidance and is able to analyse learning events. Accepts new learning opportunities.

2:2

52, 55, 58

Discusses learning needs, appropriately linking experiences from other situations and placements. Accepts appraisal and guidance. Learning contracts negotiated and appropriate. Engages appropriately with new learning opportunities. Positive and constructive use of feedback to inform ongoing development

2:1

62, 65, 68

Seeks appropriate guidance in developing their learning. Engages in and seeks opportunities for experiential learning. Able to identify their own strengths and weaknesses. Utilises appraisal and guidance effectively. Is able to analyse learning in relation to prior knowledge. Effectively reflects and links experience from other situations and placements. Keen to negotiate learning opportunities.

1st

72, 75, 78

Consistently able to analyse own strengths and weaknesses and makes effective use of the learning contract to direct their own learning. Invites and values appraisal, balanced with an appropriate degree of independence. Is able to critically reflect on clinical practice. Feedback integrated into development of practice. Actively seeks learning opportunities.

1st

82, 85, 88

Demonstrates proactive learning behaviour. Clearly able to identify learning needs through self appraisal linked to previous experience. Able to critically evaluate and reflect on their examination, assessment, clinical reasoning and patient management skills and how their individual attitudes and values influence their decision making.

1st

92, 95, 100

Consistently demonstrates a high degree of autonomy when effectively using skills of self appraisal, evaluation and critical reflection to inform, direct and manage personal professional development and clinical practice.


Safety and Professional Behaviour

Unsafe practice and/or violations of the Rules of Professional Conduct will normally cause the student to fail the placement. This would then over-ride the assessment mark and a mark of ‘0’ will be recorded. Records of warnings of unsafe practice or concerns about the professional behaviour of the student must be recorded in the placement record document.

PLEASE make contact with your university placement link as soon as any concerns relating to safety and/ or professional behaviour are raised

Safety:

Fails to apply knowledge of the departmental health and safety policy to specific patient groups /conditions. Is unaware of or disregards contraindications of treatment. Persistently applies treatment techniques and handling skills in a way which puts patient and/or self at risk. Is unreliable in reporting and often fails to tell the educator about adverse findings and/or patient complaints. Persists in unsafe practice despite verbal instructions and/or warnings.

Professional Behaviour- Violation of Rules of Professional Conduct:

Practises outside their safe scope of practice. Fails to respect the rights, dignity and individual sensibilities of their patients. Does not respect patient confidentiality. Fails to communicate and co-operate with other staff and/or criticises them in front of patients. Fails to report circumstances which may put patients or others at risk. Inappropriately advertises their services. Sells, supplies, endorses or promotes the sale of services or goods in ways which exploit the professional relationship with their patient. Fails to adhere at all times to personal and professional standards which reflect credit on the profession.

Nb. All entries should be dated and signed by both the student and the educator.


learning outcomes and marking criteria - university of … · web viewthe assessment system calls...

Documents