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Case Studies in Physiotherapy III
Scholar Year: 2022/2023
| Code: |
LICFT049 |
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| Acronym: |
ECFIII |
| Scientific area: |
Fisioterapia |
| Section/Department: |
Physiotherapy Department |
| Term: |
1st Semester |
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| LICFT |
40 |
|
4º |
5,0 |
48 |
135,0 |
Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
At the end of the curricular unit, the student must demonstrate:
Knowledge and understanding of the underlying principles of clinical governance to assure good practice in physiotherapy;
Knowledge and understanding of regulations, moral and ethical aspects related to physiotherapy practice;
Ability to identify the main risks for patient safety and to act accordingly minimizing its impact in different care settings;
Ability to use clinical audit as an improvement tool
Ability to make informed ethical decisions
Ability to evaluate own and others practice and to propose the necessary modifications according to standards of physiotherapy practice and envisaging patients and community benefit
Syllabus
Clinical Governance, Clinical Audit, Risk Management and Patient Safety
Risk identification and analysis, Errors and Incidents.
Patients innapropriate sexual behaviour; violence against healthcare staff;
Volence; legal framework, professional obligations
Professional boundaries; confidentiality and social networks
Regulation of Physiotherapy
Documentation in physiotherapy.
RIPS Model (Realm-Individual Process-Situation) for ethical decision making;
Analisys of ethical problems and dilemmas in physiotherapy;
Teaching methodologies
Scenario based learning is used as the core teaching and learning strategy. The scenarios describe an ethical problem or dilemma and require the student to demonstrate problem solving and analytical abilities. They are the central structure for the competencies to be developed. It involves tutorials in groups of 9 to 11 students, as well as autonomous preparatory work.
Analysis of relevant papers will be carried out with the students and lecturers
Assessment methodologies and evidences
For the successful completion of this unit, the student must have 9.5/20 in each of the following activities:
Activity 1: Group work
This is a group assignment (3 up to 5) where students must develop a presentation synthesizing the relevant aspect of a topic in order to raise awareness of the selected target group.
Activity 2: Essay
The student completes an essay (max. 1300 words) based on the analysis of a scenario. The student must demonstrate the ability to identify and analyze the ethical problem and to explore the alternative decisions and finally to justify the decisions made.
Activity 3: Action Plan
Based on an incident report the student needs to identify the existing and potential risks for patients ant to establish and action plan to minimize risk for future patients.
Activity 4: Student self-assessment of tutorial participation
The classification of this unit is calculated based on the classifications obtained in each of the following activities:
Poster (20%) + Written essay (40%) + Action plan (20%) + Self-assessment of tutorial participation (20%)
Attendance system
For working students (with registered status) or any other students with special status, special assessment is regulated in the Academic Regulation, approved by the Educational Committe and the Director of the ESS-IPS. The classification is calculated based on the classifications obtained in each of the following activities:
(20%Poster + 40%written essay + 20%Action plan )x100/80
Keywords
Health sciences > Medical sciences > Medicine > Physical medicine > Physiotherapy
Mandatory Bibliography
Berk, Michael; Callaly, Thomas; Hyland, Mary (2003) The evolution of clinical audit as a tool for quality improvement Journal of evaluation in Clinical Practice 9 (2).p.p: 251-257. |
Tor E. , Steketee C., Mak D. B.;Clinical audit project in undergraduate medical education curriculum: an assessment validation study, International Journal of Medical Education. 2016;7:309-319, 2016. ISBN: 2042-6372 |
Hall, H (2002) Professions Allied to Medicine and Development of Clinical Governance in Scotland Physiotherapy 88 (7) 428 |
Carpenter, C 1 & Richardson, B;(2008) Ethics knowledge in physical therapy: a narrative review of the literature since 2000; Physical Therapy Reviews 13 (5), 366-374 |
Cooper, Ian & Jenkins, Sue (2008) Sexual boundaries between physiotherapists and patients are not perceived clearly: an observational study Australian Journal of Physiotherapy 54 275-279 |
Finch, E. Geddes, L. & Larin, H. (2005). Ethically-based clinical decision-making in physical therapy: process and issues. Physiotherapy Theory and Practice, 21 (3), 147-162. |
Geddes, E. Lynne, Wessel, Jean and Williams, Renee M.(2004)'Ethical issues identified by physical therapy students during clinical placements', Physiotherapy Theory and Practice,20 (1),17 -29 |
Kirsch, N (2006) A Framework for thought and discussion, PT – Magazine of Physical Therapy, 14 (1), 34-37 |
Kirsch, N (2006) Ethical Decision-Making: Terminology and Context, PT – Magazine of Physical Therapy, 14 (2), 38-40 |
Kirsch, N (2006) Model Applications, PT – Magazine of Physical Therapy, 14 (3), 24-27 |
Swischer, L; A retrospective analysis of ethics knowledge in physical therapy (1970–2000). (2002) Physical Therapy; 82 (7):692–706. |
Swisher, LL, Arslanian, LE, Davis, CM (2005) The Realm-Individual Process-Situation (RIPS) Model of Ethical Decision Making, HPA Resource, 5 (3), 1-8 |
Cochran T. M., Mu K, Lohman H., Scheirton L. S., (2009) Physical therapists’ perspectives on practice errors in geriatric, neurologic, or orthopedic clinical settings Physiotherapy Theory and Practice, 25(1):1–13, |
Scheirton L. S., Mu K., Lohman H., CochranT. M. (2007) Error and patient safety: Ethical analysis of cases in occupational and physical therapy practice, Medicine, Health Care and Philosophy 10:301–311 |
Westby M. D., Klemm A., Li L. C., Allyson Jones C.;Emerging Role of Quality Indicators in Physical Therapist Practice and Health Service Delivery, Physical Therapy Volume 96 Number 1, 2016 |
Complementary Bibliography
Brown, Benjamin, Gude, Wouter T., Blakeman, Thomas, van der Veer, Sabine N., Ivers, Noah, Francis, Jill J., Lorencatto, Fabiana, Presseau, Justin, Peek, Niels, Daker-White, Gavin;Clinical Performance Feedback Intervention Theory (CP-FIT): a new theory for designing, implementing, and evaluating feedback in health care based on a systematic review and meta-synthesis of qualitative research, Science, 17485908, 4/26/2019, Vol. 14, Edição 1 |
Observations
Additional references will be suggested during classes
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