Senior Lecturer in Physiotherapy

Physiotherapy - UH-000685

HCPC Standards of Proficiency (2023)
HCPC Standards of Education and Training (2018)

Chartered Society of Physiotherapy Accreditation of Qualifying programmes in Physiotherapy: Quality Assurance Processes (2022)
Chartered Society of Physiotherapy Framework, entry level graduate attributes (2010)

The University of Huddersfield seeks and encourages applicants in order to widen participation, improve access and apply the principles of equal opportunities. We provide support for applicants who require additional assistance in order to select the right course of study and make a successful transition to studying at University. We encourage local, national and international applications.  International applicants should be aware that they may be expected to pay additional fees in relation to practice placements and any checks associated with these.  
If students were educated outside the UK, they are required to have International English Language Testing System (IELTS) at a score of 6.5 with no element lower than 6.0, or equivalent.  Further details are available from the University of Huddersfield International office:  <a href="https://www.hud.ac.uk/international/">https://www.hud.ac.uk/international/</a> 
The University provides opportunities for the accreditation of prior learning (APL) as stated in <a href="https://www.hud.ac.uk/policies/registry/awards-taught/section-c/">Section 3 of the Regulations for Awards.</a> The recognition of prior learning will be considered on an individual basis by the Admissions Tutor. The assessment of recognition of prior learning applications will be undertaken by the education provider. Because of the research focus being integrated throughout the three years and nature of the spiral curriculum, it is unlikely that students will be able to gain many credit exemptions. It may be possible for some graduates or students transferring from other courses to gain credit exemptions for some modules. 
Applicants who have previously been enrolled in and failed a physiotherapy pre-registration programme are not eligible for this course. Applicants who have been enrolled but did not fail a course must submit a self-declaration confirming no previous fitness to practise concerns.  
The University’s general minimum entry requirements are specified in Section 1.5 of the <a href="https://www.hud.ac.uk/policies/registry/awards-taught/section-1/">Regulations for Awards</a>.
Every person who applies for this course and meets the minimum entry requirement – regardless of any disability – will be given the same opportunity in the selection process. General advice and information regarding disability and the support the University can give can be found by contacting student services as follows:
Telephone: 01484 472675
Email: disability@hud.ac.uk
Further information is available on the <a href="http://students.hud.ac.uk/wellbeing-disability-services/disabilityservices">disability services website.</a>         
Further advice on the specific skills and abilities needed to successfully undertake this course can be found by contacting the admissions tutor and by visiting our <a href="http://www.hud.ac.uk/courses/">course finder website page</a>.
The specific entry requirements and admission criteria for the course is detailed below:
<ul>
<li>You must have GCSE English Language or Literature and Maths at grade 4 or above, or grade C if awarded under the previous GCSE grading scheme, or equivalent Ofqual-regulated qualification</li>
<li>You must have evidence of level 3 study (or higher) within the last four years</li>
<li>You must have an understanding of the physiotherapy profession</li>
</ul>
AND
<ul>
<li>ABB at A level including a relevant science subject (Biology, Human Biology, Chemistry, Physics or PE), excluding General Studies and the Extended Project Qualification (EPQ). If the student is studying Science A Level, the endorsement for practical work is essential and a requirement for entry to our degree course.</li>
<li>128 UCAS tariff points from a combination of Level 3 qualifications including at least 40 points in relevant science subject, excluding General Studies and the Extended Project Qualification (EPQ). If the student is studying Science A Level, the endorsement for practical work is essential and a requirement for entry to our degree course</li>
<li>DDM in BTEC Level 3 National Extended Diploma in a relevant science subject (not Sport or Health and Social Care). Must contain at least 40% externally examined assessment.</li>
<li>Access to Higher Education Diploma with at least 45 level 3 credits at Merit or above, 30 of which must be passed at Distinction and must include 15 in a relevant science.</li>
<li>128 UCAS tariff points from International Baccalaureate qualifications including a relevant science at Higher Level at grade 6.</li>
</ul>
Students also need satisfactory enhanced Disclosure and Barring Service (DBS) and occupational health clearances prior to enrolment. The University will arrange these as part of the application process. Students are required to sign a self-declaration at the start of each year. All police contact during the course must be reported to the course leader as a matter of urgency and may lead to suspension or termination of study. The University will request an Overseas Police Check if a student has lived in a country outside of the UK for 6 months or more (whether continuously or in total) in the last 10 years before applying to us and whilst aged 18 or over.
Placement providers for this course require students to have received a number of vaccinations, unless medically exempt, and provide evidence of these. As a student on a course with a clinical or healthcare placement, it is strongly recommend that students complete any course of vaccinations required under current guidelines. Failure to do so may result in students being unable to undertake placements in some clinical settings. This may impact upon academic progression, and potentially academic failure if compulsory modules cannot be completed. 
Offers will be subject to satisfactory references. Please note all the information provided in support of a application may be checked and must be verifiable as a true record.
The Selection Process
The recruitment and selection process endeavours to ensure a good match between the abilities and aptitudes of the applicants and the demands of the course. The aim is to facilitate widening participation whilst ensuring applicants who are selected can reasonably be expected to be successful in their studies. The process for both recruitment and selection will be reviewed annually to ensure the system is consistent and fair, meets the needs of applicants, and is in keeping with current guidelines.
The selection interviews employ a values-based recruitment approach by ensuring students are selected on the basis that their values, behaviours, skills and attitude align with the NHS constitution. This ensures that our students are selected with the right values to support effective team-working in delivering excellent service user care and experience. The selection interviews involve scenarios developed with service-users, and, where possible, practice partners are also invited to be involved in the selection process.
The selection process aims to provide both the applicant and the selection team with the details required to make an informed decision. It is for this reason that all suitable candidates will be invited for interview. They will be given the opportunity to review an introductory narrated presentation (e.g. Powerpoint) to raise awareness of the teaching facilities and detail of the course. All interviews are conducted online to minimise costs of travel for applicants, in line with widening participation.

University awards are regulated by the ‘Regulations for Awards’ on the Registry website as follows:
<a href="http://www.hud.ac.uk/registry/regulationsandpolicies/awards">http://www.hud.ac.uk/registry/regulationsandpolicies/awards</a>
and the ‘Students’ Handbook of Regulations’ on the Registry website as follows:
<a href="http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs">http://www.hud.ac.uk/registry/regulationsandpolicies/studentregs</a>
Practice-Based Learning 
A minimum of 1000 hours of supervised practice education in the practice of Physiotherapy has to be successfully completed. 
In the event of a student referring or failing a PBL experience at the initial attempt, one further attempt in the same academic year will be given. To progress, all PBL experiences within a level of study must be passed. A student is not permitted to trail a PBL experience. More than one referral or fail of a PBL experience at the initial attempt within any one academic year will normally result in the student being withdrawn from the course.
Progression Regulations  
Students will not normally be permitted to trail any module. Trailing of modules will only be considered in exceptional circumstances and on an individual case basis. 
During the course, the following procedures will be in place to ensure continuing professional suitability: 
<ul>
<li>Annual signed self-declaration of any criminal record or fitness to practise procedures – in addition, students will be obliged to inform the Course Leader immediately of any conviction and/or caution obtained. The self-declaration records will be checked annually by the admissions team, with the Course Leader informed should any concerns arise. </li>
<li>Annual signed consent to act as “service-users” for peers in practical/teaching sessions - within this is the agreement that students will inform the teaching staff  involved in a session if they are unfit to partially/fully participate in the session.  </li>
</ul>

UH-000685 - Physiotherapy

Intermediate Core

Intermediate Compulsory

Intermediate Optional

Intermediate Level

Foundation Core

Foundation Optional

Foundation Compulsory

Foundation Level

Sandwich Year Out Optional

Sandwich Year Out

Honours Core

Honours Optional

Honours Compulsory

Honours Level

Structure

Specific assessment rules for BSc (Hons) Physiotherapy
For the award of BSc (Hons) Physiotherapy and eligibility to apply for registration with the HCPC and eligibility to apply for membership of the CSP:
<ul>
<li>All modules must be passed and there is no condonement permitted on the modules on this course.</li>
<li>For compensable elements, please see the individual module assessment criteria</li>
<li>It is not normally permitted that a student can proceed from one year or level of a programme to the next without having successfully completed all the pre-requisites for the following year or level</li>
<li>Progression is not normally permitted after two attempts to complete a module</li>
<li>Due to the nature of the learning on the course, all credits at each level must be gained in order to progress</li>
<li>Students must pass each practice-based learning (PBL) block before they are permitted to progress to the next PBL block. Progression is not normally permitted after 2 attempts at the same block. Following approval outside of the standard course assessment board (CAB) model, the second attempt at the same block can be made when students were scheduled for their following PBL block. Once both attempts at a PBL block have been completed and both were unsuccessful (failed), students will be withdrawn from the course. Failed PBL elements can not be trailed.  </li>
<li>Aegrotat awards do not provide eligibility for HCPC registration or CSP membership</li>
</ul>

Diploma of Higher Education

Certificate of Higher Education

Critically evaluate the impact of local, national and global government policies on health and social care delivery.

Understand and demonstrate the principles of evidence-based practice to deliver effective physiotherapeutic interventions. 

Effectively plan, evaluate, and negotiate the delivery of competent physiotherapeutic skills for service-users with complex and challenging needs.

Apply a critical understanding of human structure within the context of Physiotherapy practice.

Acquire a range of communication techniques to communicate effectively in a professional manner with a range of stakeholders.

Develop skills to create and manage their own personal development planning (PDP) and continuing professional development, and reflect on practice to review their own academic and clinical work to become lifelong learners.

Reflect and evaluate the limits of their own scope of practice, working with and/or referring onto other healthcare professionals and agencies where appropriate.

Effectively assess a range of service-users to plan, deliver and evaluate competent physiotherapeutic interventions supported by evidenced-based practice.

Develop a critical understanding of evidence-based practice and how this may underpin effective service delivery in a variety of different emerging healthcare settings.

Recognise the value of and successfully participate in collaborative, interprofessional working.

Evaluate a range of personal and transferable skills commensurate with working effectively in dynamic healthcare environments.

Demonstrate a critical knowledge and understanding of core theories that underpin effective physiotherapy practice.

Evaluate the nature and complexity of how physiotherapy is delivered within national and global health services.

Evaluate factors that may impact upon health and facilitate self-management and empowerment among service-users, to improve health outcomes and support the public health agenda.

Utilise established research techniques to generate and critically analyse data relevant to healthcare practice.

Critically evaluate ethical and legal issues, and socio-economic factors that impact on healthcare delivery in a diverse society.

Critically evaluate how a range of leadership approaches are used to ensure efficiency in health and social care delivery.

Apply a critical understanding of the biological and behavioural sciences that underpin effective practice within the context of Physiotherapy.

The methods for the validation and annual evaluation of courses, including those validated by external bodies, and for the review of teaching and research and of academic support services are specified in the University’s Quality Assurance Procedures for Taught Courses which can be found on the Registry website as follows:
<a href="http://www.hud.ac.uk/registry/regulationsandpolicies/qa">http://www.hud.ac.uk/registry/regulationsandpolicies/qa</a>
The School is committed to comprehensive student engagement and works actively with the University of Huddersfield Student Union to support this through the student representative system see further information at:
<a href="http://www.huddersfield.su/courserephub">http://www.huddersfield.su/courserephub</a>
Within the School students are represented at committee level from Student Panels to the School Board. The School also has a Student Council. Individual feedback on the quality and standards of teaching and learning is received through module and course evaluations.
Professional and Statutory Regulatory Bodies
The Health and Care Professions Council, as the statutory regulatory body, undertakes an annual monitoring process of the provision against its Standards of Education and Training and Standards of Proficiency. The course team is also required to provide an annual report to both the CSP and to the School leadership team which reports on the progression and completion of the learners on the course and overall course achievements.
A regional and multi-professional web-based practice placement audit tool is used to evaluate practice placements. The practice placement is audited jointly, bi-annually by a HEI tutor and a practice colleague. Recommendations are presented at the School’s Practice Placement Quality Committee for ratification.

UH-000685

This programme specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.  More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the study module guide and course handbook.  The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.
The outcome of the most recent institutional audit can be found at:
<a href="http://www.qaa.ac.uk/InstitutionReports/Reports/Pages/inst-audit-Huddersfield-10.aspx">http://www.qaa.ac.uk/InstitutionReports/Reports/Pages/inst-audit-Huddersfield-10.aspx</a>
An effective external examination system is managed by Registry and all reports are viewed at University, School and course levels. External examiner and student feedback, as well as all  course metrics and graduate outcomes data is reported through the course committee structure and scrutinised through the University-wide annual evaluation process.
External examiners appointments are approved by the School Teaching and Learning Committee and then ratified at University-level. It is expected that all external examiner will have previous external examiner experience or they will be mentored by an experienced peer if they are new to the role of external examining. 
Practice Based Learning (PBL);
<ul>
<li>All PBL locations require a partnership agreement with the university that follows HCPC education standards, this is in addition to the NHS contract. </li>
<li>All PBL locations have regular audits via the PARE system (1 year post approval, then 2 yearly after that)</li>
<li>Clinical staff are required to complete practice educator training every 2 years. It is the clinical placements responsibility to book the relevant staff onto these training sessions. Training sessions are run 2x yearly at the university by the academic team. </li>
<li>Students are provided with a pre and post placement information teaching/ debrief session. This includes how to complete the CPAF paperwork, how to use the PEMs and PARE systems, how to raise concerns, bursary claim information and clinical reflections. </li>
<li>Standards for insurance are set out in the partnership agreement document. </li>
<li>Each student is allocated a 'link tutor' from the university to provide support and guidance to both the student and clinical educator. Support can be provided via email, phone or teams video call at any point during the placement. </li>
<li>Students are required to complete PARE feedback for each PBL. </li>
<li>The placement assessment documentation (CPAF) is internally moderated on completion of the placement. </li>
</ul>

Course Level
At course level support is provided by:
Personal Academic Tutor (PAT)
Students will be allocated a PAT, who will be their named point of contact throughout the course and will see their PAT a minimum of 5 times a year. This system aims to both improve the student experience of learning and teaching and increase student retention and achievement rates.  Specifically, personal academic tutors:
<ul>
<li>Provide a personal contact for the student within the University and the School</li>
<li>Offer guidance, assistance and support in managing the students’ academic and placement experience</li>
<li>Recognise when the problems presented are beyond the PAT’s competence and seek guidance and support for the student through the University and/or School referral processes</li>
<li>Work with students to review and reflect upon their own progress and if necessary, on ways to improve it</li>
<li>Act as a liaison between the student and their named practice educator to ensure SMART objectives are set and identify any improvements that are required</li>
<li>There is a dedicated PAT module available for all students via the VLE. This allows for the PAT and student to identify their roles and responsibilities, PAT meetings to be documented, and for students and tutors to communicate and arrange meetings</li>
</ul>
Practice Educator
The role of the practice or clinical educator is key to students having a successful practice-based learning experience. They are responsible for teaching, learning and assessment of the practice-based learning.
A practice educator will be required to meet the following criteria:
<ul>
<li>Be a registered healthcare professional</li>
<li>Have undertaken appropriate Practice Educator training</li>
<li>Be willing and committed to provide a supportive learning environment</li>
</ul>
Practice Learning Facilitator
The Practice Learning Facilitator (PLF) supports students when they are in their practice-based learning placement setting and also provides support to the practice educator as needed. The PLF is based in the placement setting in the clinical education team and works in partnership with the University and the practice-educator to ensure that students receive excellent, quality assured practice-based learning.
Module Leader
The module leader is responsible for teaching, learning and assessment of the modules within this course.
Course Leader
The course leader is responsible for the entire quality assurance arrangements for the course.