SE120-4-FY-CO:
Understanding Self and Others
2024/25
Sport, Rehabilitation and Exercise Sciences (School of)
Colchester Campus
Full Year
Undergraduate: Level 4
Current
Thursday 03 October 2024
Friday 27 June 2025
30
30 September 2022
Requisites for this module
(none)
(none)
(none)
(none)
(none)
Students will consider their own lived experiences, along with those of others through the contexts in which they live. Students will discuss and develop their understanding of being a Physiotherapist, focusing on what this means in contemporary and evolving UK practice. They will also consider their own development as a student healthcare professional.
To explore the lived experience of the self and others through the contexts in which they live.
To examine and develop students’ understanding of being a physiotherapist in contemporary and evolving UK practice, and consider their own development as a student healthcare professional
On successful completion of this module, the student will be able to:
1. Articulate awareness of factors influencing your own frame of reference as a healthcare student;
2. Describe how your frame of reference may impact upon your development as a healthcare student;
3. Articulate awareness of factors influencing the frames of reference others who you will collaborate with as a healthcare student;
4. Demonstrate awareness of the expectations and requirements of you as a healthcare student;
5. Demonstrate your understanding of the role of CPD in your journey as a healthcare professional.
Indicative Content:
Psychology
Sociology
Practice based decision making
Culture
Unconscious bias and stereotyping
Politics
Healthcare and societal systems and contexts
Working inter-professionally in teams
Professional skills
HCPC, CSP requirements and expectations
CPD
Ethics and consent
Reflective practice
A mixture of lectures, seminars, independent learning and work-based tasks will be used to deliver this module.
For specific information, please see the module timetable and module guide.
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‘Promoting self-awareness in nurses to improve nursing practice’ (no date)
Promoting self-awareness in nurses to improve nursing practice [Preprint]. Available at:
https://journals.rcni.com/doi/full/10.7748/ns2007.04.21.32.47.c4497.
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Molyneux, J. (2001) ‘Interprofessional teamworking: what makes teams work well?’,
Journal of Interprofessional Care, 15(1), pp. 29–35. Available at:
https://doi.org/10.1080/13561820020022855.
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The Health and Care Professions Council (HCPC) | (no date). Available at:
https://www.hcpc-uk.org/.
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Professional guidance | The Chartered Society of Physiotherapy (no date). Available at:
https://www.csp.org.uk/professional-clinical/professional-guidance.
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HCPC Standards of conduct, performance and ethics | (no date). Available at:
https://www.hcpc-uk.org/standards/standards-of-conduct-performance-and-ethics/.
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HCPC Continuing professional development (CPD) | (no date). Available at:
https://www.hcpc-uk.org/cpd/.
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CPD and education | The Chartered Society of Physiotherapy (no date). Available at:
https://www.csp.org.uk/professional-clinical/cpd-education.
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Koshy, K.
et al. (2017) ‘Reflective practice in health care and how to reflect effectively’,
International Journal of Surgery: Oncology, 2(6). Available at:
https://doi.org/10.1097/IJ9.0000000000000020.
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Barksby, J. (2015) ‘A new model of reflection for clinical practice’,
Nursing Times, 111(35), pp. 21–23. Available at:
https://oce-ovid-com.uniessexlib.idm.oclc.org/article/00006203-201508190-00026?sequence=5&clickthrough=y.
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Moudatsou, M.
et al. (2020) ‘The Role of Empathy in Health and Social Care Professionals’,
Healthcare, 8(1). Available at:
https://doi.org/10.3390/healthcare8010026.
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Dementia - Physiopedia (no date). Available at:
https://www.physio-pedia.com/Dementia.
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Physiotherapy works: dementia care | The Chartered Society of Physiotherapy (no date). Available at:
https://www.csp.org.uk/publications/physiotherapy-works-dementia-care.
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Strawbridge, J.D., Barrett, A.M. and Barlow, J.W. (2014) ‘Interprofessional ethics and professionalism debates: findings from a study involving physiotherapy and pharmacy students’,
Journal of Interprofessional Care, 28(1), pp. 64–65. Available at:
https://doi.org/10.3109/13561820.2013.829423.
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Techniques – The Health Literacy Place (no date). Available at:
https://www.healthliteracyplace.org.uk/toolkit/techniques/.
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NHS England?» Enabling people to make informed health decisions (no date). Available at:
https://www.england.nhs.uk/ourwork/patient-participation/.
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How to give constructive and useful Peer-to-Peer Feedback - The OpenClassrooms Blog (no date). Available at:
https://blog.openclassrooms.com/en/2019/06/18/how-to-give-constructive-and-useful-peer-to-peer-feedback/.
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Lerchenfeldt, Sarah (2019) ‘The utilization of peer feedback during collaborative learning in undergraduate medical education: a systematic review’,
BMC Medical Education, 19(1). Available at:
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-019-1755-z.
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Mental stress in lockdown and the role of a physiotherapist | The Chartered Society of Physiotherapy (no date). Available at:
https://www.csp.org.uk/frontline/article/mental-stress-lockdown-role-physiotherapist.
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‘Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry: Executive Summary’ (no date). The Mid Staffordshire NHS Foundation Trust. Available at:
https://www.gov.uk/government/publications/report-of-the-mid-staffordshire-nhs-foundation-trust-public-inquiry.
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‘Freedom to Speak Up: Executive Summary’ (no date). Available at:
http://freedomtospeakup.org.uk/the-report/.
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Roberts, D. (2009) ‘Friendship fosters learning: The importance of friendships in clinical practice’,
Nurse Education in Practice, 9(6), pp. 367–371. Available at:
https://doi.org/10.1016/j.nepr.2008.10.016.
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Stockhausen, L.J. (2005) ‘Learning to Become a Nurse: Students’ Reflections on their Clinical Experiences’,
Australian Journal of Advanced Nursing, 22(3). Available at:
https://www.ajan.com.au/archive/Vol22/Vol22.3-1.pdf.
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Porter, S.B. (ed.) (2013)
Tidy’s Physiotherapy. 15th edn. Edinburgh, UK: Churchill Livingstone. Available at:
https://www.sciencedirect.com/science/book/9780702043444.
The above list is indicative of the essential reading for the course.
The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students.
Further reading can be obtained from this module's
reading list.
Assessment items, weightings and deadlines
Coursework / exam |
Description |
Deadline |
Coursework weighting |
Coursework |
Portfolio: Reflective Statements |
|
40% |
Coursework |
Portfolio: Reflective Assignments |
|
60% |
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Overall assessment
Reassessment
Module supervisor and teaching staff
Mrs Jacalyn Clarke, email: jeclarke@essex.ac.uk.
Jackie Clarke, Jo Etherton, Charlotte Flynn (HSC), Mary Kennedy (HSC)
SRES School Office (sres@essex.ac.uk)
No
No
No
Mr Craig Andrew Walker
Robert Gordon University
Course Lead Master of Physiotherapy
Available via Moodle
Of 6 hours, 6 (100%) hours available to students:
0 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s), module, or event type.
* Please note: due to differing publication schedules, items marked with an asterisk (*) base their information upon the previous academic year.
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