Practice Education for Occupational Therapists and Physiotherapists

BSc (Hons)

We believe that the method in which teaching and learning is delivered is an important part of the student experience. Therefore, we think it is important to create the right learning environments that provide our students with the opportunities to explore, question and develop within a supportive environment. Throughout the Occupational Therapy and Physiotherapy courses, students are gently guided with a constructivist approach to learning, teaching and assessment (Biggs 2002; Murphy 1997). This approach moves away from the understanding that ‘experts’ pass on knowledge. Instead we aim to create rich learning experiences where students are able to utilise active thinking and problem-solving skills to construct their own understanding about each profession. 

Students will be taught in a wide range of teaching environments. They are encouraged to interact with peers, staff, clinicians and service users and carers, and are provided with a range of opportunities outside of the university to prepare them for practice. The learning experiences provided, utilise rich authentic problem-solving situations inside and outside the academic environment; with opportunities for student-centred learning and choice; and provide students with ongoing feedback to promote learning from experience (Wilson and Cole 1991). The teaching focuses on co-construction, facilitating learning by listening to students, providing guidance, resource provision, and coaching (Murphy 1997). 

The constructivist approach we use for occupational therapy and physiotherapy education actively encourages our students to explore worldviews, assumptions and beliefs. This enables our students to develop the reflexivity and self-insight they need as healthcare practitioners. By working with students to explore their role as a healthcare practitioner, new understandings are brought about, misunderstandings clarified, and practice transformed (Hooper 2007). Transformative learning (Cranton 2006; Mezirow 2000) is a key aspect to this process, learning from individual experience, critical reflection, on-going dialogue, awareness of context and development of authentic relationships. Regular interaction with academic staff, clinicians, service users and carers provides students with the opportunity to experience transformative learning and critical thinking as they progress throughout your education. 

MSc (Pre-reg)

The MSc Occupational Therapy (Pre-registration) and MSc Physiotherapy (Pre-registration) courses aim to provide an accelerated route of entry to the professions for learners who have successfully achieved an undergraduate degree. The courses have been designed to meet local and national workforce demands for effective allied health professionals, with the capacity and vision to contribute to integrated care systems and the aspiration to become leaders and managers of the future. 

The courses have been developed and run in parallel with one another, valuing and integrating collaborative working, and evidence-based person-centred practice. Inter-disciplinary learning will ensure that graduates are effective team workers, with leadership and organisational management skills to deliver and design services, relevant to the health and social care practice. As well as learning with students from other disciplines, service user and carer colleagues from the university’s Impact group contribute to learning. Members of this group are involved in all aspects of University life including recruitment, teaching, learning, assessment and research. 

The courses combine theoretical and practice learning across two years of study, ensuring that students achieve the HCPC (2013) Standards of Proficiency for their chosen profession and eligibility to apply for full membership of the Royal College of Occupational Therapists (RCOT) or Chartered Society of Physiotherapy (CSP). A distinctive feature of the programme is the opportunity to become forward thinking, reflective practitioners, through applied theoretical and practice-based learning. The teaching philosophy ensures that students develop professional knowledge, skills and confidence as they progress on the course. The curriculum aims to foster students’ individual strengths and attributes relating them to their own developing professional competence and leadership, encouraging a reasoned, evaluative and evidence-based person-centred approach, encompassing reflection and independence in learning, and the ability to work effectively with others. The courses aim to build on learners’ under-graduate experience and attributes, through Level 7 study, to develop a critical and analytical awareness of their chosen profession, and to ensure that our graduates can practice, develop and lead in the changing and contemporary contexts within which future professionals must be able to work. 

Year 1 - Learning to be a professional (observing and thinking)

• Introducing a critical approach

• Underpinning knowledge and clinical skills 

• Introduction to clinical/professional reasoning

• Becoming self-aware and having awareness of others  

• Developing self-leadership skills

• Understanding how and why to reflect

• Understanding sustainable health and social care

Year 2 - The developing process (practising and modifying)

• Developing criticality

• Application of knowledge and clinical skills

• Developing professional/clinical reasoning

• Collaborating with others

• Applying and developing skills of reflective practice

• Using sustainable approaches in health and social care

• Using leadership to enhance practice

Year 3 - Becoming an autonomous practitioner (innovating and thinking differently)

• Applying and using critical skills

• Engaging with complexity and diversity in clinical practice

• Refining professional/clinical reasoning skills to become an effective professional

• Developing and applying leadership skills

• Becoming a reflective practitioner

• Integrating sustainability into everyday health and social care practice

1st Year – developing knowledge, skills and professional reasoning

• Underpinning principles, knowledge, skills, behaviour and values of a professional
• Developing a critical and evidence-based approach to person-centred care
• Focus on self-management and awareness

2nd Year – progressing knowledge, skills and professional reasoning

• Critically evaluating and synthesising evidence
• Using complex professional reasoning skills to make decisions
• Promote leadership, service evaluation and development with an introduction to commissioning and the business context of contemporary health and care services

Resources and Links

This folder Contains useful resources and links. More resources will be added frequently. 

Universities UK guide to supporting placements students