Innovation
A 20 credit module was developed for 1st year students registered on our MSc Physiotherapy (pre-registration) programme, to incorporate 20 hours of community, non-clinical placement learning, supported by pre-placement preparation and post-placement debrief and evaluation.
The ‘service-learning’ placement required students to actively engage with local community groups, through participation in focused tasks, such as running a ‘theme day’ at a local day centre offering care and new experiences for adults with visual impairment and other disabilities, and helping to organise sporting activities for less advantaged young people. These experiences were designed to enhance students’ awareness of potential health service users and their lives, facilitating students’ engagement with local communities on an individual basis. It was intended that this active engagement with others would encourage reflection, experiential learning and assist with the development of knowledge, skills and attitudes necessary for the delivery of more patient-centred and equitable healthcare.
What prompted innovation?
This project aimed to help physiotherapy students engage more fully with socio-cultural aspects of learning. It was based on the premise that physiotherapy identity is inherently pragmatic leading to a natural focus on physical and technical aspects of health, adopting a ‘doing’ approach (Roskell 2009). It is thought that individuals who have a preference for this way of working find learning in the reflective domain challenging and, at times, irrelevant. This project sought to develop an educational approach that provided an opportunity for students to be actively engaged in ‘real-world’ experience, bringing theory to life through concrete experience as opposed to abstract exploration (Roskell et al 2013).
References
Roskell CA (2009) Patient-centred practice in physiotherapy: Linking professional identity and learning, International Journal of Therapy and Rehabilitation, 16:5, 246-7
Roskell C, White D, Bonner C (2012). Developing patient-centred care in health professionals: Reflections on introducing Service-Learning into the curriculum. International Journal of Therapy and Rehabilitation, 19:8, 448-56
What makes innovation different?
Service-learning features in the education of nurses and physiotherapists internationally, but has not been widely adopted in the UK. This module was piloted with support from the Learning and Development Unit at the University of Birmingham. Evaluative data has informed its continuation and further development. The module is now fully embedded in the MSc Physiotherapy (pre-registration) programme, as a sustainable option for the development of a wide range of knowledge, skills and attitudes relevant to the delivery of patient-centred care.
Changes in practice
The placement experiences are drawn upon during post-placement debriefing sessions to provide a vehicle for exploring reflective practice skills. Students also produce a portfolio of evidence for assessment purposes where they can demonstrate their reflective practice capability. The students undertake a second professional development module in their second year after they have completed some clinical experience. Here, experience derived from the placement is further explored in relation to the development of a patient-centred model of practice. Students report being able to better understand the nature of holistic patient care, seeing patients and their families as people rather than conditions.
Impact
Students report high satisfaction with the placement, seeing the links between the experience gained and the development of generic transferrable skills to the clinical practice setting as illustrated by the following text extracts from the student module evaluation form:
“Service learning placements were invaluable and a good way to a greater insight into understanding patients’ circumstance”
“Also the Service Learning Placements were good for reflective learning.”
Evidence of student learning from this experience is demonstrated through the module assessment which comprises portfolios submitted at the end of this module and also at the end of the second professional development module which takes place towards the end of the programme. External examiner feedback has indicated that the quality of portfolio submissions for assessment on both professional development modules is very high, demonstrating students’ fitness to practice, and commending them as examples of good practice.
Dissemination
- Internal report: University of Birmingham Service-learning handbook
- Poster presentation at the HEA Festival of Learning: Roskell CA, Eveleigh G, Bonner C, Welland S (2008) Embedding volunteering into the curriculum: a strategy for enhancing awareness of service users and their communities, Higher Education Academy Festival of Learning 2008, 11th – 13th March 2008, Carlisle.
- Paper published in the International Journal of Therapy and Rehabilitation: Roskell C, White D, Bonner C (2012). Developing patient-centred care in health professionals: Reflections on introducing Service-Learning into the curriculum. International Journal of Therapy and Rehabilitation, 19:8, 448-56