SU221 – Professional practice MODULE

Title / Professional practice
Code / SU221
Level / Level 5
Credit rating / 10 CATS
Pre-requisites / None
Type of unit / This is a Mandatory unit for FdSc Complementary Healthcare
Aims / To educate and train complementary practitioners and to provide students with the opportunity to develop specialised techniques to demonstrate practical skills necessary for safe, competent and ethical practices.
This module covers course learning aims 1,2,4,5 and matches course learning outcomes1,2,3,5,6,7,8
Learning outcomes/objectives / On successful completion of this module students will be able to:
  1. Understand and reflect upon how personal attributes and values can affect professional practice and recognising areas where continuing professional development would be beneficial.
  2. Appreciate the role of a professionalism in complementary healthcare
  3. Manage a professional workload
  4. Appreciate how different occupational conditions may impact on therapists health and apply theory to practice

Content / The content will include;
  • Health and safety
  • Attitudes and values affecting professional practice.
  • Continual Professional Development (including educational visits)
  • Recognising areas for personal development. (FHT guide lines)
  • Understanding what is meant by being ‘medically, physically and psychologically fit to practice’ and identifying relevant areas for personal or professional development.
  • Integration of theory and practice to allow therapists to adapt a variety of hands free techniques to help prevent injuries.
  • Development of a range of skills and postural awareness to avoid poor posture and techniques which can lead therapists to develop repetitive strain and back injuries
  • Managing a professional workload to maintain health, to work with a range of clients needing different treatments including pregnant women
  • Occupational conditions and causes

Teaching and learning strategies / Theory and research will include seminars, lectures, reading, action learning sets and personal research. Reflection and evaluation will include the writing of a reflective journal.The teaching and learning strategy will be based upon application of theory to practice. This will include assessed clinical practice, directed study, workshops and clinical case studies.
Learning support / Alsop, A., (2000) Continuing Professional development in healthcare: a guide for therapists, Wiley Blackwell, Oxford
Davis C & Davis A (2004) The trigger point therapy workout: self treatmnt for pain relief. New Harbinger
Frye B (2009) Body mechanics for manual therapists. Lippincott, Williams & Watkins
Health Professions Council (2009) HPC in focus [online] available from
Hong, C. & Harrison D (2011) Tools for continuing professional development. Quay books, London.
Hull, C., Redfern, L. and Shuttleworth, A., (2004) Profiles and Portfolios: A guide for health and social care. Macmillan, Basingstoke.
Johns, C. (2009). Becoming a reflective practitioner, Wiley Blackwell, Oxford.
Johns, C. and Freshwater, D., (2005) Transforming nursing through reflective practice, Wiley Blackwell, Oxford.
Johns, C.(ed), (2010) Guided reflection: A narrative approach to advanced professional practice, Wiley Blackwell, Oxford
Kingston B (2001) Understanding Joints. Nelson Thornes
Kingston B (2001) Understanding Muscles. Nelson Thornes
Mitchell A. & Cormack M., (1998) The Therapeutic Relationship in Complementary Health Care, Churchill Livingstone, Edinburgh.
N.H.S.,(1999)Continuing Professional Development: Quality in the new NHS, [online] Department of Health, London [available from
Redman D & Lunbeck A (2010) Ergonomics: Body mechanics & self care for body workers. Prentice Hall
Rolfe, G., Freshwater, D. and Jasper, M., (2010) Critical reflection in practice: Wolfe Dixon M (2000) Body mechanics self care manual. Appleton Lange generating knowledge for care, Palgrave Macmillan, Basingstoke.
Clinical practice
Online search
Assessment tasks / This module will be assessed at the end of the second year by the presentation of the professional portfolio which demonstrates development throughout the course.
Brief description of module content / The module seeks to encourage the student to continue to reflect personal and professional growth and communicate development through demonstrating self-awareness and reflection. It provides the student with an overall awareness of the importance of managing both their workload and practice to minimise health concerns.
Area examination board to which unit relates / FdSc Complementary healthcare
Teaching team / Module leader Janine Farr-Bailey
Semester offered, where appropriate / Year 2 – study block 4
Site where delivered / Sussex Downs College, Lewes
Date of approval of this version / September 2011
Version number / 1
Course(s) for which module is acceptable and status in course / Mandatory
FdSc Complementary healthcare
School home / School of Health Professions
External examiner / Tricia Tikasingh (Jan 2011 – Dec 2013)