Assessment Information - Sheffield Hallam University

FACULTY OF HEALTH AND WELLBEING
BSc (Hons) PHYSIOTHERAPY
Clinical Education Modules
STUDENT HANDBOOK 2:
Assessment Information
THE CLINICAL EDUCATION TEAM
Jo Adams
Sue Dale
Myles Butler
Lorna Campbell
Carol Garcia
Additional documentation can be copied from the placements website: http://www3.shu.ac.uk/hwb/placements/physiotherapy
Placement team: Sue Green 0114 225 5575; Myles Butler 0114 225 2231; Jo Adams 0114 225 2490; Sue Dale 0114 225 5376
© SHEFFIELD HALLAM UNIVERSITY 2013/14
1
Assessment of Module
Performance
Clinical report information and forms
Assessment Criteria
Student evaluation forms
Additional documentation can be copied from the placements website: http://www3.shu.ac.uk/hwb/placements/physiotherapy
Placement team: Sue Green 0114 225 5575; Myles Butler 0114 225 2231; Jo Adams 0114 225 2490; Sue Dale 0114 225 5376
© SHEFFIELD HALLAM UNIVERSITY 2013/14
2
MODULE ASSESSMENT
Assessment of your progress takes place throughout the clinical education blocks and
is carried out by your clinical/practice educator in discussion with the visiting tutor. The
practice educator is essential to the assessment process and will provide the student
and the University with evidence of progression of your clinical competence and
professional development.
The learning outcomes differ between the different
academic levels in order to recognise the changing expectations of student abilities;
expectations increase in line with the increase in academic levels to reflect the student's
ability to accept increasing responsibility in preparation for professional life.
The module is supported by university based seminars spread throughout the blocks.
They prepare learners for clinical placements and support the organisation and
assessment of clinical experience. These seminars also help prepare the student for
their Continued Professional Development (CPD) required for HPC registration. The
rules of professional conduct as published by the HPC and CSP are also considered
during these preparatory sessions.
Following the first clinical placement, the identification of areas for ongoing clinical and
professional development are facilitated during the seminar, based on the feedback
students received from placement. This should form the basis of the subsequent action
plan to take forward to the second placement and so on. The development of effective
action plans to guide and structure practice based learning is encouraged which is
facilitated by reflection on practice based experiences, guiding students towards
planning future placements.
Additional documentation can be copied from the placements website: http://www3.shu.ac.uk/hwb/placements/physiotherapy
Placement team: Sue Green 0114 225 5575; Myles Butler 0114 225 2231; Jo Adams 0114 225 2490; Sue Dale 0114 225 5376
© SHEFFIELD HALLAM UNIVERSITY 2013/14
3
CLINICAL FORMS - you need to take these to all your placements; all forms and
assessment criteria are available via the website
INTERMEDIATE FEEDBACK FORM
Clinical educators are expected to complete an intermediate feedback form and discuss
your performance with you during the clinical block in order to provide guidance for the
achievement of a satisfactory standard. You are encouraged to take a copy of the mid
way form and complete it yourself. Educators are advised not to discuss specific
potential marks at this stage.
FINAL ASSESSMENT FORM
Assessment will take place at the end of each clinical education block. At the start of
each new placement you should hand the clinical report form to your clinical educator.
This form will be completed by your clinical educator and discussed with you at the end
of the clinical block. The placement final mark will be the average of the 4 LO’s and the
student will need to achieve a mark of 40% to pass.
Only if the average mark is lower than 40% will the placement be a refer.
Achieving a mark below 40% in any of the learning outcomes will trigger an ‘area of
concern’ to the placement team leads to be discussed with the course lead, and ‘fitness
to practice’ referrals will be made where necessary. This will apply even if the overall
mark is above 40%.
All assessments must be passed at 40%. Moderation of the clinical education final
marks is achieved during the discussion between the clinical educator and the visiting
university tutor in the final week of placement. This process should happen before
feedback is given to the student.
REFERRED PERIODS OF CLINICAL EDUCATION
In the event of a student failing to achieve a satisfactory standard, you should have
received adequate verbal warning and advice on areas of weakness. In addition, a
'notification of referral' form will normally be completed in conjunction with the visiting
University tutor and the clinical educator. Occasionally in extreme circumstances this
may not occur and will be at the discretion of the placement team.
The notification of potential referral form should be constructive and support you in
identifying the key areas for development and objectives to be met. This should provide
opportunity to progress and hopefully pass the placement block. It is important that
students who receive this notification are provided with ongoing feedback and support.
Where the student makes good progress and meets the pass criteria they will be
informed of this and the notification of potential referral form will be removed.
Arrangements for retaking clinical blocks
The results of clinical education at each academic level will be considered at the
semester two examination boards. The marks awarded for placements across each
academic level will be presented as a mean result worth 10 academic credits at Level 5
and 20 at Level 6. You are required to pass each individual placement and will be
Additional documentation can be copied from the placements website: http://www3.shu.ac.uk/hwb/placements/physiotherapy
Placement team: Sue Green 0114 225 5575; Myles Butler 0114 225 2231; Jo Adams 0114 225 2490; Sue Dale 0114 225 5376
© SHEFFIELD HALLAM UNIVERSITY 2013/14
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asked to retake any clinical blocks in which you have been referred following the
decision of the board.
In the event of being referred in a clinical education block, the next available clinical
education block following the exam board will be considered as your second attempt.
This will not necessarily be in the same clinical area. However, you will be given the
opportunity to gain those skills in which you were not initially successful at some point
during your placement experience. If you are in the position of failing the second
attempt no re-registration back onto the course is permitted.
The university will not routinely inform the placement provider in the event of a student
being referred in a previous clinical block. However, you are encouraged to discuss with
your clinical educators your key development skills taken from your e-portfolio in order
to guide objective setting at the start of each placement.

NB Students are assessed in four areas; professionalism, communication,
assessment and treatment. A fail in any one section is a Refer/Fail overall.
Therefore if a student scores on average 42% but scores only 35% in one
section the block (task) is marked as a Refer/Fail.

NB No re registration is allowed following referral.
Students that are referred or fail
In the unfortunate event of a student referring a placement, they will not proceed to the next
level until all tasks (clinical blocks) have been completed. If you refer in 2 or more blocks
during a module you may be referred to the Professional Issues Team.
Level 5 Module
Level 6 Module
B2
B3
B4
B5
B6
Normal Pattern
P
P
P
>40%
>40%
Passed both modules
Example 1
P
P
R
P
>40%
Completed following an extra block
Example 2
P
P
P
R
R
A referral in 2 or more Blocks within any module (5 or 6) could result in a referral to the
professional issues panel
Example 3
R
P
P
P
R
>40%
Example 4
p
p
R
R/
Fail
In this example following a refer in Block 3 & 4 you will be asked to leave the course
FEB BOARD
Blocks
>40%
Board
>40%
Completed following 2 extra blocks
STUDENT EVALUATION
Clinical educators should welcome constructive feedback from students as this can help
in planning the programme for future placements.
During the final week of each placement you are required to complete a
placement evaluation form which should be presented to your clinical educator
following your final assessment. As part of your professional development you
are encouraged to discuss your placement evaluation with your educator. You
should be constructive and professional throughout this process.
Additional documentation can be copied from the placements website: http://www3.shu.ac.uk/hwb/placements/physiotherapy
Placement team: Sue Green 0114 225 5575; Myles Butler 0114 225 2231; Jo Adams 0114 225 2490; Sue Dale 0114 225 5376
© SHEFFIELD HALLAM UNIVERSITY 2013/14
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A copy should be given to the clinician and one to be retained by the student. Copies of
the evaluation form and accompanying guidelines are available via the placement
website under 'Assessment criteria and Forms'.
Additional documentation can be copied from the placements website: http://www3.shu.ac.uk/hwb/placements/physiotherapy
Placement team: Sue Green 0114 225 5575; Myles Butler 0114 225 2231; Jo Adams 0114 225 2490; Sue Dale 0114 225 5376
© SHEFFIELD HALLAM UNIVERSITY 2013/14
6
COMPLETED CLINICAL REPORT FORMS
It is your responsibility to ensure that all clinical placement forms are correctly
submitted after placement finishes.
Feedback/mark forms should be uploaded to the clinical education blackboard
site via the link under placements/forms, within seven working days of the end of
each placement. Forms uploaded after this 7 day deadline will be capped at 40%
when processed through the exam board.
Timesheets must be printed and signed by your clinical tutor and either handed
in or posted to RWB reception:
Sheffield Hallam University
RWB F401
11-15 Broomhall Rd
Sheffield
S10 2BP
All forms can be accessed on the Website under placement forms.
Students posting forms to the University must ensure they have proof of postage
and if haning in timesheets ensure you receivea receipt.
Additional documentation can be copied from the placements website: http://www3.shu.ac.uk/hwb/placements/physiotherapy
Placement team: Sue Green 0114 225 5575; Myles Butler 0114 225 2231; Jo Adams 0114 225 2490; Sue Dale 0114 225 5376
© SHEFFIELD HALLAM UNIVERSITY 2013/14
7
LEARNING OUTCOMES
AND KEY CONTENT
Additional documentation can be copied from the placements website: http://www3.shu.ac.uk/hwb/placements/physiotherapy
Placement team: Sue Green 0114 225 5575; Myles Butler 0114 225 2231; Jo Adams 0114 225 2490; Sue Dale 0114 225 5376
© SHEFFIELD HALLAM UNIVERSITY 2013/14
8
This section provides detailed information regarding the structure of the Clinical
Education Modules at Levels 5 and 6 in relation to the academic and professional
development of under-graduate students. It includes the aims and content of the
modules and provides a framework to structure your development.
CLINICAL EDUCATION: LEVEL 4
Refer to Transition to Professional Practitioner (TPP) Module for more detailed
information related to the first clinical placement.
CLINICAL EDUCATION: LEVEL 5
AIM OF THIS MODULE
1
The Clinical Education Module aims to develop skills in the assessment and
team management of healthcare service users. The formative portfolio will
promote reflection on and consolidation of placement based learning.
2
BY ENGAGING SUCCESSFULLY WITH THIS MODULE THE STUDENT
WILL BE ABLE TO:

Demonstrate an understanding of and adherence to the rules of professional
conduct in the healthcare setting

Communicate appropriately with service users and the multi-disciplinary team
within a variety of practice settings

Identify key clinical problems by planning and leading complete subjective and
objective assessments

Plan and carry out safe and appropriate physiotherapy programmes for a variety
of service users

Reflect upon clinical development and present evidence of practice based
experience

Develop an action plan to promote the ongoing development of practice skills in
preparation for Level 6 study
Additional documentation can be copied from the placements website: http://www3.shu.ac.uk/hwb/placements/physiotherapy
Placement team: Sue Green 0114 225 5575; Myles Butler 0114 225 2231; Jo Adams 0114 225 2490; Sue Dale 0114 225 5376
© SHEFFIELD HALLAM UNIVERSITY 2013/14
9
THESE ARE EXAMPLES OF THE CONTENT OF THE MODULE:
CLINICAL

Students will be exposed to a variety of practice settings, multi-disciplinary teams
and service users.

Students will work alongside designated clinical educators to gain experience in
the assessment and management of service users.

During the first few days of each placement, students will be mostly engaged in
the observation of qualified practitioners to gain some understanding of the
specific clinical area in which they are placed. Towards the end of the first week
students will be expected to take responsibility for a small caseload by leading
clinical assessments and implementing supervised treatment programmes.

Students will be expected to communicate with the multi-disciplinary team
regarding the holistic care of their caseload. Depending upon the nature of the
clinical area, students will work with increased responsibility and autonomy
during the course of the placement, although direct contact with a designated
qualified clinician will be available at all times.
EXAMPLES OF SEMINAR CONTENT

Preparation for placements and development of effective action plans

Introduction to the administrative processes, policies and standards

Facilitation of critical reflective practice in line with Key Skills

Placement debriefing and clinical case studies / scenarios

Formative portfolio guidance
Teaching and learning strategies
Students will experience a wide range of learning opportunities, including: guided
practice, self-directed learning, formal one-to-one or small group teaching, the
opportunity to visit and experience other environments, student-led presentations,
collection of data and report writing, discussions, professionalism and observation of
role models, and teaching based seminars.
During the first week of placement, students should be gradually introduced to a
caseload of service users and take some lead in the supervised assessment and
management of designated individuals. At some point during the first week of the
Additional documentation can be copied from the placements website: http://www3.shu.ac.uk/hwb/placements/physiotherapy
Placement team: Sue Green 0114 225 5575; Myles Butler 0114 225 2231; Jo Adams 0114 225 2490; Sue Dale 0114 225 5376
© SHEFFIELD HALLAM UNIVERSITY 2013/14
10
placement, there should be an arranged meeting with the clinical educator(s) to discuss
the student's objectives for placement and agree a detailed action plan to structure
learning and professional development throughout the duration of the placement. The
academic visiting tutor should be contacted during the first week to arrange a visit at
approximately the halfway point of the placement. If the educator or student has any
early concerns regarding the placement then an early visit will be arranged.
During the successive weeks of the placement, the educator should support the student
in increasing their autonomy in practice. Where local policy permits, students may work
without direct supervision, but a qualified clinician should always be immediately
available if required. The student should receive regular constructive feedback
regarding their performance and this should include reference to their placement
objectives and action plan. Students should have the opportunity to shadow other
members of the MDT or visit other departments if this is deemed relevant to their
development within the placement setting.
At Level 5 it is expected that students will contribute towards the holistic management
of service users through participation in team meetings, case conferences or home
visits. Where appropriate, students should be guided in making ongoing referrals to
other agencies and plan for discharge from the designated service. Students will be
guided in accurately documenting all contact with and communication related to each
service user according to local policy.
At approximately the halfway point of the placement, the designated academic tutor
should visit the placement site and meet with both the educator and the student
individually. The meeting with the student should include a review of the action plan and
a general discussion regarding their support and placement progress. The student
should have the opportunity to freely express any concerns regarding the placement
experience during this meeting. If requested, the tutor may observe the student working
with a service user, but this is no longer common practice. The meeting between the
educator and the visiting tutor should include a discussion regarding the student's
performance and progression with reference to the assessment criteria, learning
objectives and action plan. The formative halfway assessment should be reviewed and
the visiting tutor should support the educator in providing a balance of positive and
constructive feedback to the student. Wherever significant concerns are raised by the
student or educator then a subsequent visit may be arranged by the visiting tutor to
ensure ongoing support of the placement experience.
Unless extenuating circumstances apply, the student should be prepared to work
according to local requirements; including weekend or evening hours. The educator
may allocate the student up to three hours each week for personal study including the
preparation of presentations, case study analysis or formal reflection on learning
experiences. The evidence accumulated during this personal study should support
development of the portfolio. Students should be aware that this time is allocated at the
discretion of the educator and is likely to vary between placements. If you are allocated
study time, the hours are counted as part of your overall placement hours.
Feedback from students regarding their placement experience is supported and
encouraged throughout the module. The clinical educator courses emphasise the
importance of gaining feedback from students throughout each placement in order that
Additional documentation can be copied from the placements website: http://www3.shu.ac.uk/hwb/placements/physiotherapy
Placement team: Sue Green 0114 225 5575; Myles Butler 0114 225 2231; Jo Adams 0114 225 2490; Sue Dale 0114 225 5376
© SHEFFIELD HALLAM UNIVERSITY 2013/14
11
any concerns can be promptly resolved. The visiting tutors will also seek to gather
feedback from students regarding their placement experiences and will support the
relay of this information between educator and student where required. At the end of
each placement, students are required to complete an evaluation form to provide formal
feedback to their educator upon their experiences. This is supported by guidelines
which outline reasonable expectations of placement providers. Students are
encouraged to discuss their placement feedback with their educator to develop skills in
giving positive and constructive comments.
Most placement settings will offer library and IT access to students. This will enable
students to access the university Blackboard site, the SHU physiotherapy placement
website and other appropriate electronic resources. However, a small number of
providers do not hold such facilities and students should be made aware of this prior to
the placement so that they can make alternative arrangements if required.
Relationship with other modules
The first main clinical placement, Block 1 is now part of TPP and is intended as an
introduction to the clinical education, with particular emphasis on developing skills of
Professional Ability and Communication. The rationale for this period of clinical
education is to expose the student to a variety of clinical professional environments as
part of their experiential professional development. They will be expected to utilise
knowledge and skills acquired during the first year of their studies to contribute fully in a
skilful way to the subjective assessment of patients and to the planning of appropriate
physical examinations and treatment under the direct guidance of the clinical educator.
Consequently, all teaching and learning at Level 4 (Year 1) is considered to underpin
this first Clinical Block.
Blocks 2, 3 and 4 will develop these skills further and also support the assessments in
the modules that follow (Rehabilitation of Functional Movement and Promoting
Wellness through Physiotherapy). The Reflective Portfolio at the end of Level 5 will help
students prepare for the assessment of the PWTP and RFM modules at Level 5 and
facilitate the integration of their clinical and academic development.
Additional documentation can be copied from the placements website: http://www3.shu.ac.uk/hwb/placements/physiotherapy
Placement team: Sue Green 0114 225 5575; Myles Butler 0114 225 2231; Jo Adams 0114 225 2490; Sue Dale 0114 225 5376
© SHEFFIELD HALLAM UNIVERSITY 2013/14
12
CLINICAL EDUCATION: LEVEL 6
AIM OF THIS MODULE
The Level 6 Clinical Education Module aims to develop autonomous skills in the
assessment and team management of healthcare service users. Continued
development of the portfolio will promote reflection on practice experience and a
commitment towards lifelong learning. However, this is no longer formally
assessed in the Clinical Education Level 6 module so that all credits gained are
now purely as a result of the assessment of clinical performance.
2
BY ENGAGING SUCCESSFULLY WITH THIS MODULE YOU WILL BE
ABLE TO:

Demonstrate consistent adherence to the rules of professional conduct and take
responsibility for your development as an autonomous physiotherapist

Communicate appropriately and effectively with service users and the multidisciplinary team in all aspects of clinical practice

Identify and analyse all key clinical problems by planning and leading complete
subjective and objective assessments

Plan, carry out and justify safe and effective physiotherapy programmes for all
allocated service users

Critically reflect upon clinical development and relate this to relevant published
sources and practice based evidence

Develop a detailed action plan to promote the ongoing development of practice
skills
Content
In discussion with the clinical educator, students will be expected to take an
increasingly greater responsibility for:
- the planning and organisation of student work load
- assessment and clinical decision making
- the implementation of interventions
- critical reflection on personal practice and the work of others
The opportunity to acquire these skills will be offered across a range of clinical settings.
Additional documentation can be copied from the placements website: http://www3.shu.ac.uk/hwb/placements/physiotherapy
Placement team: Sue Green 0114 225 5575; Myles Butler 0114 225 2231; Jo Adams 0114 225 2490; Sue Dale 0114 225 5376
© SHEFFIELD HALLAM UNIVERSITY 2013/14
13
Teaching and learning strategies
The student will experience a wide range of learning opportunities, including: guided
practice, self-directed learning, formal one-to-one or small group teaching, the
opportunity to visit and experience other environments, student-led presentations,
collection of data and report writing, discussions, professional development and the
observation of role models.
Relationship with other modules
During Clinical Blocks 5 and 6 you will be expected to gradually take an increased
responsibility for the planning of your own learning, the planning, implementation and
evaluation of your own practice and for the management of your own time. The
rationale for this period of clinical education is to expose you to the whole available
range of specific clinical professional environments as part of your experiential
professional development. Students will be expected to utilise knowledge and skills
acquired during the first, second and third years of study to contribute fully, in a skilful
way, to the subjective assessment of patients and to the planning of appropriate
physical examinations and treatments under the diminishing guidance of the clinical
educator. Consequently, all teaching and learning at Levels 4, 5, and 6 is considered to
underpin these clinical blocks.
Assessment

Assessment of the period of clinical education is provided by the practice educator
and moderation by the visiting tutor.
Indicative reading
You will normally be given guidance regarding background reading by your clinical
educators and referred to appropriate texts and papers from selected journals. You will
also be expected to identify and research relevant topics to investigate via independent
study relevant to your own practice during the module.
YOUR PORTFOLIO DEVELOPMENT
Although this is no longer formally assessed in the Clinical Education Module the
Portfolio is still encouraged in order to promote Continued Professional
Development and facilitate achievement of a Band 5 post. (See the Transition to
Qualified Practitioner Module for more detailed information).
For Each Clinical Placement:

A personal action plan for each clinical placement must be devised either prior to or
early in the placement.

This will enable you:
 to direct your preparation
Additional documentation can be copied from the placements website: http://www3.shu.ac.uk/hwb/placements/physiotherapy
Placement team: Sue Green 0114 225 5575; Myles Butler 0114 225 2231; Jo Adams 0114 225 2490; Sue Dale 0114 225 5376
© SHEFFIELD HALLAM UNIVERSITY 2013/14
14


to focus your learning
form some of the discussion with your visiting university tutor
Documenting the action plan in an organised and systematic manner will enable you to
recall information for use in the assessment of a number of modules throughout the
course. It will also encourage you to be an active participant in deciding about your
learning, personal and professional development needs.
Placement Guidelines
1.
Before the placement consider your feelings and learning needs with regard to
the forthcoming placement and translate these into learning outcomes
2.
Review the general placement outcomes and prioritise them
3.
Consult any previous reflective accounts from placements you have already
done and identify any areas which can be incorporated into your present learning
outcomes for this placement
4.
Keep week to week notes on the diary sheet provided; record your achievements
and identify areas where you consider personal improvement is necessary
5.
During the placement constantly review your original learning outcomes on a
week by week basis; try to link these outcomes in with the content of your week
by week diary
6.
Complete the half way review form on yourself to make the discussion at the half
way point with your clinical educator as interactive as possible (reflective
accounts and personal diary sheets can also be used for this purpose); they can
also be used to focus discussion with the visiting tutor
7.
Always ensure that you discuss your own personal learning objectives with the
clinical educator; it is extremely important that you consider how to achieve them
and that solutions are realistic and manageable
8.
The reflective process is a personal one and you will get out of it what you put
into it. This information is confidential to you, the clinical educator and the
visiting tutor. It is hoped you will make this process as active and as meaningful
as possible.
Additional documentation can be copied from the placements website: http://www3.shu.ac.uk/hwb/placements/physiotherapy
Placement team: Sue Green 0114 225 5575; Myles Butler 0114 225 2231; Jo Adams 0114 225 2490; Sue Dale 0114 225 5376
© SHEFFIELD HALLAM UNIVERSITY 2013/14
15

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