Code / PP653
Level / 6
Credit rating / 10
Pre-requisites / Progression to year 3 of BSc (Hons) Podiatry
Type of module / Extensive over one semester
Aims /
- to develop further clinical decision making skills through reflective practice
- to develop a personal/professional ethical framework which can be applied to various practice situations
- to help students learn constructively from significant experiences and to recognise the advantages of using reflection as a matter of course on task and not merely as a response to a crisis.
- to show students how to view poor outcomes as opportunities for constructive learning, to recognise the negative effect of a blame culture in professional practice and to strive for a learning culture.
Learning outcomes/objectives / On successful completion of the module the student will be able to:
- Evaluate critically different models of reflection and reflective practice
- Appraise critically clinical decision making via the process of clinical reasoning
- Critically contrast legal, professional and ethical accountability in clinical practice
- Appraise critically clinical reasoning in other applied health professions
Content / This module will enable the student to integrate theory into clinical practice. The content includes models of reflective practice, the clinical decision making process and the theory and process of clinical reasoning. In addition, clinical reasoning in the other allied health professions will be explored.
Teaching and learning strategies / This will include keynote lectures, tutorials, e-learning and case-based approaches.
Learning support / Module team support; directed resources (on-line and text); ALS; information services support; student services support, StudentCentral.
Recommended reading:
Curran, Campbell, Rugg (2006) An investigation into the clinical reasoning of both expert and novice podiatrists; The Foot 16:28-32
Higgs, Jones (2008) Clinical Reasoning in the Health Professions; 3rd Edition Butterworth Heinemann Elsevier
Yates (2008) Merrimen’s assessment of the lower limb.Churchill Livingstone
Shiau. Shu-Jen, Chen Chung-Hey (2008) Reflection and critical thinking of humanistic care in medical education.
Kaohsiung J Med Sci Vol 24 • No 7:367-372
Delany, Watkin (2009) A study of critical reflection in health professional education: ‘learning where others are coming from’
Adv in Health SciEduc (2009) 14:411–429
Mann, Gordon, MacLeod (2009) Reflection and reflective practice in health professions education: a systematic review Adv in Health Sci Educ14:595–621
Levett-Jones, Gersbach, Arthur ,Roche (2011) Implementing a clinical competency assessment model that promotes critical
reflection and ensures nursing graduates’ readiness for professional practice, Nurse Education in Practice 11; 64e69
McBrien (2007) Learning from practice – Reflections on a critical
Incident’;Accident and Emergency Nursing,15, 128–133
Assessment tasks / The assessment requirement will be a case-base essay based on a critical incident analysis methodology. The written assessment will be no longer than 2000 words long. (100% weighting)
Brief description of module content and/or aims (maximum 80 words) / Clinical practitioners need to develop their practice skills and knowledge throughout the course. This module aims to help practitioners to develop their clinical reasoning skills and reflective practice skills. In addition the podiatry student is required to enhance their understanding of the other health care professions and further exposure to different models of critical reflection will enhance this understanding.
Area examination board to which module relates / Podiatry
Module team/authors/coordinator / Alistair McInnes& Full-time academic team.
Semester offered, where appropriate / Year 3, semester 2
Site where delivered / Eastbourne
Date of first approval / June 2012
Date of last revision
Date of approval of this version / June 2012
Version number / 1
Replacement for previous module
Course(s) for which module is acceptable and status in that course / BSc (Hons) Podiatry: compulsory
School home / School of Health Professions
External examiner / Ms Margaret Bruce 2011-2015
Mr Andrew Bridgen 2012-1016
Allocation of study hours to activities
10 credits = 100 learning hours / Activity / Study hours / %
SCHEDULED
Lectures, seminars, tutorials, project supervision, demonstrations, practical classes and workshops, supervised time in workshop/ studio, fieldwork, external visits, work-based learning / 26 / 26
GUIDED INDEPENDENT STUDY
Independent study including wider reading/ practice, follow-up work, completion of assessment tasks, revision etc / 74 / 74
Assessment tasks
Type of assessment tasks
Summative assessment tasks which lead to the award of credit or which are required for progression (expressed as a %) / Activity / Further details / %
WRITTEN
Written exam
COURSEWORK
Written assignment/ essay, report, dissertation, portfolio, project output / Case based essay 2000 words / 100
PRACTICAL
Oral assessment and presentation, practical skills assessment
OTHER
Set exercises assessing application of knowledge, analytical, problem-solving or evaluative skills