Musculoskeletal Physiotherapy aims to introduce students to the fundamental concepts of musculoskeletal anatomy, physiology, and pathology. Students will develop foundational skills in biopsychosocial assessment and common physiotherapy management of musculoskeletal disorders. Students will develop the ability to select and implement appropriate physiotherapy assessment and management strategies encouraging patient self-management approaches within a framework of clinical reasoning, principles of evidence-based practice and safety. Students will learn to communicate assessment findings and treatment options in a way that can be understood by the service user. This module maps to the following CORU Standards of Proficiency (SoP) for Physiotherapists: 1. Professional Autonomy and Accountability 2. Communication, Collaborative Practice and Team working

3. Safety and Quality

5. Professional Knowledge and Skills

1. Demonstrate knowledge and understanding of the bodys response to injury, including the inflammatory process, soft tissue and wound healing. (SoP 5.1, 5.2, 5.3)
2. Demonstrate knowledge and understanding of the pathophysiological processes, structural, behavioural, functional changes and physiotherapy management of common musculoskeletal conditions. (SoP 5.7, 5.8)
3. Demonstrate knowledge and understanding of the pathophysiological processes, structural, behavioural, functional changes and physiotherapy management of common rhumatological conditions. (SoP 5.7, 5.8)
4. Plan a physiotherapy treatment approach and evaluation strategy for the management of specific musculoskeletal dysfunction based on the biopsychosocial model, sound clinical reasoning and evidence-based practice. (SoP 1.5, 3.5, 3.6, 5.11, 5.12)
5. Justify the importance of empowering service users to take an active role in the management of musculoskeletal conditions, working in partnership with them and their support network. (SoP 2.3, 2.4,2.12)
6. Demonstrate appropriate and safe handling skills to enable comprehensive assessment of specific musculoskeletal conditions. (SoP 1.5, 1.15, 3.1, 3.2, 3.3, 3.4, 3.14, 5.9, 5.10, 5.15, 5.16, 5.28)
7. Demonstrate safe use of a variety of treatment techniques and modalities, identifying contraindications and precautions associated with their use. (SoP 5.19, 5.20, 5.21, 5.23, 5.25, 5.26, 5.28)
8. Communicate assessment and treatment options in a way that could be understood by a potential service user, acting in a compassionate, professional, safe and ethical manner that could aim to place service users at the centre of their own care. (SoP 2.1, 2.3)

This module will equip students with a comprehensive understanding of the role of the physiotherapist in managing patients with respiratory compromise, focusing on those who are spontaneously breathing. The module provides in-depth knowledge of common adult respiratory pathologies, post-operative pulmonary complications, and cardiorespiratory physiotherapy skills in assessment and treatment. Students will develop essential skills in assessing and managing cardiorespiratory disorders, adhering to infection control and safety standards, applying best practice guidelines and evidence-based approaches. Students will also gain an understanding of the multi-disciplinary team's role in cardiorespiratory care. This module maps to the following CORU Standards of Proficiency (SoP) for Physiotherapists: Professional Autonomy and Accountability Communication, Collaborative Practice and Team working Safety and Quality Professional Development Professional Knowledge and Skills

1. Demonstrate an understanding of human anatomy and physiology as it relates to the assessment and treatment of patients with common cardiorespiratory conditions. (SoP: 5.1, 5.2, 5.3, 5.5, 5.7).
2. Display effective communication skills as part of the assessment process to gain the relevant physical, psychological, social and cultural information pertinent for the patients presentation. (SoP: 1.5, 1.8, 2.2, 3.1, 3.2, 5.10).
3. Conduct a systematic physical assessment of patients with common cardiorespiratory conditions, interpreting clinical findings to help inform diagnosis, treatment planning and a path of care. (SoP:1.15, 3.2, 3.4, 3.5, 5.3, 5.10, 5.12, 5.28).
4. Use a clinical reasoning form to help formulate an initial hypothesis, develop a problem list, create a treatment plan, and set SMART patient goals. (SoP: 1.17, 2.6, 2.8, 2.12, 3.4, 3.5, 3.6, 5.6, 5.7).
5. Administer in a safe and effective manner, physiotherapeutic interventions for cardiorespiratory patients, including airway clearance techniques, mobilisation, positioning, non-invasive ventilation, and suctioning. (SoP: 2.1, 3.6, 3.7, 3.8, 3.14, 5.6, 5.7, 5.8, 5.10, 5.19, 5.20, 5.22, 5.28).
6. Explain the role of the Multidisciplinary Team in cardiorespiratory and the importance of collaboration between acute and community services in the management of chronic cardiorespiratory conditions. (SoPs: 1.11, 2.12, 2.13, 2.14, 2.15, 4.4, 5.8, 5.27).

This module supports the student in developing the skills and knowledge required to communicate effectively with a diverse range of individuals both in person and using written communication. The module explores the components essential to understanding communication with individuals and groups of service users and carers to enable effective communication that is ethical, respectful and supports therapeutic outcomes.

Learners will develop an understanding of the importance of empathy and trustworthiness required when working with children, the aged, those who lack capacity and other vulnerable groups and people. Students will learn what is best practice around gender identity and, when communicating with individuals who are neurodivergent, to place these individuals at the centre of their care.

The module will support students in developing an understanding of person centred communication and how this will frame the way for individuals to begin to take control of their lives and health. This module aims to support the development of compassionate, caring and professional health care professionals and provide a basis for exploration, reflection and evaluation of personal and professional values.

This modules maps to the following CORU Standards of Proficiency (SoP) for Physiotherapists: 1.Professional Autonomy and Accountability 2.Communication, Collaborative Practice and Team working . 4.Professional Development

1.

Develop and demonstrate appropriate written communication skills using IT tools in the production of emails, letters and reports appropriate to the physiotherapy profession. (SoP: 2.6, 2.7)

2. Identify the barriers that can arise in communication, including situations of conflict, and demonstrate the skills required to overcome these, including knowing when the assistance of a translator is required. (SoP: 1.8, 2.2, 2.5, 2.11)
3. Recognise the impact and importance of person centred care and communication with patients and service users to produce successful outcomes for patients. (SoP: 1.3, 2.1)
4. Demonstrate techniques to engage with and build interpersonal relationships with a range of service users from diverse backgrounds and their carers or family members, including tailoring one’s communication style when required. (SoP: 2.12)
5. Appraise both ones own communication skills and those of others so that appropriate and effective professional relationships can be developed with service users and their carers of family members. (SoP: 2.12, 4.1, 4.3, 4.4, 4.5)

The Movement Analysis, Physical Activity, and Exercise module aims to introduce students to the fundamental principles of human movement, physical activity, and exercise. This module will equip students with the foundational knowledge and skills necessary to analyse movement, understand the importance of physical activity, and design basic exercise programs. This module maps to the following CORU Standards of Proficiency (SoP) for Physiotherapists: 1. Professional Autonomy and Accountability 2. Communication, Collaborative Practice and Team working

3. Safety and Quality

5. Professional Knowledge and Skills

1. Demonstrate knowledge and understanding of the principles of biomechanics, applied exercise science and physical activity promotion and how they influence human movement and health. (SoP 5.1, 5.4, 5.8)
2. Demonstrate the ability to conduct postural, gait and biomechanical assessments, showing understanding of their role in the assessments of a range of acute and chronic conditions across all physiotherapy clinical practice. (SoP 5.8, 5.13)
3. Prescribe therapeutic and functional exercise for both sample individuals and sample clinical population groups for the promotion of health and well-being across the lifespan. (SoP 2.3, 2.4, 2.12, 5.20, 5.23, 5.26, 5.27)
4. Recognise reduced physical activity as a risk factor for poorer health and the need to empower service users (and yourself) to reduce the risk using behaviour change models and strategies. (SoP 1.20, 2.3, 2.4, 2.12, 3.10, 5.26, 5.27).

The Neurological Physiotherapy I module offers an introduction to neuroanatomy and the fundamental principles of neurological physiotherapy. This joint theoretical and practical module will help students understand common neurological conditions, such as stroke and Parkinson's disease, and develop basic skills in clinical assessment, clinical reasoning, and intervention planning, with recognition of diversity in a global society. Students will also explore neuroplasticity and evidence-based approaches to rehabilitation, while learning about the importance of working within a multidisciplinary team and providing patient-centred care. The International Classification of Functioning, Disability and Health (WHO, 2001) and its application to neurological rehabilitation will be outlined. By the end of the module, students will be equipped with the knowledge to support long-term patient recovery and management. This module maps to the following CORU Standards of Proficiency (SoP) for Physiotherapists:

1. Professional Autonomy and Accountability

2. Communication, Collaborative Practice and Team working

3. Safety and Quality

4. Professional Development

5. Professional Knowledge and Skills

1. Demonstrate knowledge of the neuroanatomy, pathophysiology and clinical presentation of common neurological conditions, such as Stroke, Parkinson’s Disease, and Multiple sclerosis (MS). (SoP: 5.1, 5.2, 5.3, 5.7).

2. Formulate a comprehensive database and conduct a tailored subjective assessment for a simulated neurological patient. (SoP: 1.3, 2.1, 3.2, 5.10, 5.11, 5.15).
3. Perform basic neurological assessment techniques, including range of movement, muscle tone, muscle strength, sensation, proprioception, reflexes, coordination, balance, gait, and functional movements, to identify impairments in patients with neurological disorders. (SoP: 1.1, 1.6, 1.8, 1.15, 2.1, 2.2, 3.2, 3.4, 3.5, 3.7, 5.1, 5.4, 5.10, 5.13, 5.15, 5.17, 5.28).
4. Outline the principles of neuroplasticity and their application in rehabilitation interventions aimed at improving functional outcomes for neurological patients. (SoP: 3.3, 3.5, 3.6, 3.8, 5.1, 5.3, 5.4, 5.7, 5.18, 5.20).
5. Display basic clinical reasoning skills through the development and justification of patient-specific, evidence-based physiotherapy treatment plans, taking into account the psychosocial context, which address functional impairments in individuals with neurological conditions. (SoP: 1.5, 1.19, 2.12, 3.1, 3.2, 3.4, 3.5, 3.6, 3.8, 3.10, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.16, 5.18, 5.23).
6. Appreciate the vital role of the physiotherapist within the neurological multidisciplinary team (MDT), recognising the value of collaboration, mutual respect, and effective communication in enhancing patient outcomes and determining an appropriate path of care. (SoP: 1.5, 2.1, 2.2, 2.3, 3.7, 5.12, 5.25, 5.26).
7. Demonstrate an understanding of ethical aspects of neurological physiotherapy, including ‘informed consent’ as defined byAssisted Decision-Making (Capacity) Act 2015 and the balance between confidentiality and whistleblowing and how these are put into practice in a neurological physiotherapy context. (SoP: 1.7, 1.9, 1.10, 1.12, 1.14, 1.15, 1.16, 1.17, 1.19)

This module comprises a supervised placement during which students will work under the direction of a supervising physiotherapist.

Placements will be in a variety of settings, including acute hospitals, community settings, sports clubs and private practice, and will involve at least one of the core clinical areas of musculoskeletal, respiratory and neurology physiotherapy. Placements may be located anywhere within the Republic of Ireland as well as internationally. Students who wish to complete a placement in a Gaeltacht area will be facilitated where possible.

During the placement, students will be assigned a caseload of patients / clients to assess and to treat and manage under the guidance of a supervising physiotherapist . Dependent upon the setting of the placement, students will treat patients from varying demographics, from paediatrics to the elderly.

Prior to this placement, students will be required to make a Health Self Declaration. They may also be required to apply for Garda clearance specific to the placement setting to which they have been assigned. If there are concerns around student Fitness to Practice, additional information may be requested of them and / or they may not be permitted to commence their placement. All procedures regarding Fitness to Practice will be followed as per the ATU Student Fitness to Practice policy.

Students keep records of their learning throughout their placement in an e-portfolio format . The portfolio will allow students to consider the skills they are accruing for each of the key competencies that they will be required to discuss in competency-based interviews, as well as identifying which competencies need improvement.

The Physiotherapy Learning Portfolio allows students to evidence their Objectives, Clinical Log, Planned Learning Events, Unplanned Learning Events, use of the Evidence-Based Clinical Reasoning Form as well as maintenance of a Reflective Diary.

The Clinical Assessment Form (CAF) used for this module is Level 1, meaning competence in all five areas (Assessment, Treatment, Professionalism, Communication and Documentation) with guidance is required to be evidenced.

1. Achieve competencies outlined in the Clinical Assessment Form Level 1 in the following areas of practice in line with expected behaviours: Assessment and Management, Professionalism, and Documentation / Communication
SoPs: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.10, 1.11, 1.12, 1.15, 1.16, 1.17; 2.1, 2.2; 2.7, 2.8, 2.15; 3.1, 3.7, 3.10, 3.14; 5.1 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10, 5.11, 5.12, 5.13, 5.14, 5.15, 5.16, 5.17, 5.18, 5.19, 5.20, 5.21, 5.22, 5.23, 5.24, 5.25, 5.26, 5.28

2. Comply with and show responsible behaviour regarding the policies and procedures relating to the placement setting and the University’s requirements for students on placement (including fitness to practice policies).
SoPs 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.17; 3.13, 3.14
3. Present documented evidence of undertaking Clinical Reasoning and Evidence Based Practice
SoPs: 3.2, 3.3, 3.4, 3.5, 3.6, 3.8, 3.9, 3.10; 5.5, 5.6, 5.17
4. Present documented evidence of conditions seen and treatments implemented.
SoPs: 3.2, 3.3, 3.4; 5.3, 5.4, 5.7, 5.8, 5.10, 5.11, 5.12, 5.13, 5.14, 5.15, 5.16, 5.18, 5.19, 5.20, 5.21, 5.22, 5.23
5. Present documented evidence of initiative in identifying learning needs and creating opportunities for learning. Objectives should be reviewed and modified at midway of placement.
SoPs: 4.1, 4.2, 4.3, 4.4, 4.5
6. Present documented evidence of reflective practice in relation to personal and professional development.
SoPs: 5.1, 5.3, 5.4

Building on the foundations of Professional Practice 1, this module further develops students' understanding of professional behaviour. Students will learn about the importance of empowering the patient as active participants in their treatment, including how to motivate the patient towards a positive mindset towards their health and wellbeing. More challenging aspects of the professional experience will be introduced, including ethical decision-making, managing challenging interactions with patients, handling ethical dilemmas, and recognising the power dynamic between practitioner and patient. Students will learn how to recognise and report signs of abuse of vulnerable individuals and to manage the balance between patient confidentiality and whistleblowing. This module will also emphasise teamwork skills within multidisciplinary teams, providing students with the opportunity to refine their reflective practice. By the end of the module, students will demonstrate a deeper understanding of the physiotherapist's role within both clinical and community-based settings. In addition, the requirements for Clinical Placement 1 in Year 2 of the programme are outlined. This includes the behaviours assessed using the Common Assessment Form 1 (CAF 1), the evidence-based reasoning form and which is involved in completing the Clinical Placement Portfolio. This module maps to CORU Standards of Proficiency below: 1. Professional Autonomy and Accountability 2. Communication, Collaborative Practice and Team working 3. Safety and Quality 5. Professional Knowledge and Skills

1. Critically apply professional and ethical standards in physiotherapy practice, including responding to complex ethical dilemmas, including where whistleblowing is required, in diverse healthcare settings. (SoP: 1.1, 1.4, 1.5, 1.7, 1.10, 1.12, 1.14)
2. Demonstrate advanced communication skills in challenging examples of patient interactions, including de-escalating conflict, breaking bad news, managing non-adherence, and addressing sensitive issues such as cultural differences and disability. (SoP: 1.2, 1.12, 2.2, 2.11)
3. Discuss the significance of patient psychology and motivation in managing their own wellbeing and improving health outcomes by participating in a motivational interview. (SoP: 1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.12, 2.2, 2.3, 2.4, 5.2, 5.26)
4. Reflect on and improve personal and professional performance using structured reflective models, identifying areas for personal growth and continuing professional development (CPD). (SoP: 4.1, 4.2, 4.3, 4.4)
5. Display communication, leadership and teamwork skills to effectively collaborate within the various members of multidisciplinary teams, using peer review and reflection to review one’s performance (SoP: 1.2, 1.11, 1.17, 1.19, 2.1, 2.9, 2.10, 2.12, 2.13, 2.14, 2.15, 4.1, 4.2, 4.3, 4.5, 5.27)

This module builds on foundational assessment skills introduced in Physiotherapy Assessment I, with a focus on the use of outcome measures, effective collaboration within multidisciplinary teams, and the implementation of self and clinical audit in physiotherapy practice. Students will develop advanced skills in selecting, applying, and interpreting outcome measures to evaluate treatment effectiveness and guide patient-centred care in advance of the first Clinical Placement module of the Programme. Self assessment and clinical audit will also be introduced as key tools for improving clinical practice and fostering continuous professional development. The module further emphasises the role of physiotherapists within multidisciplinary teams, helping to ensure students appreciate the need for effective communication and collaboration in the management of all patients. This module maps to the following CORU Standards of Proficiency (SoP) for Physiotherapists:
1. Professional Autonomy and Accountability
2. Communication, Collaborative Practice and Team working
3. Safety and Quality
4. Professional Development
5. Professional Knowledge and Skills

1. Understand the importance of selecting suitable outcome measures for evaluating treatment effectiveness in different patient populations, and the need to critically interpret these results to guide clinical decision-making. SoP: 3.2,5.6,5.10,5.18.
2. Display proficiency in selecting and applying outcome measures with consideration for the International Classification of Function (ICF) Model. SoP:3.2,3.3,3.4,3.5,3.8,5.4,5.8,5.10,5.11,5.14,5.17,5.28.
3. Demonstrate the correct use of outcomes measures in practice, ensuring precise documentation and analysis of data to support and guide clinical decision-making. SoP: 5.10,5.15,5.18,5.23.
4. Engage in effective interdisciplinary communication, presenting outcome data clearly and contributing to team-based care decisions in a simulated healthcare environment. SoP: 2.1,2.3,5.15,5.25.
5. Reflect on the role of the multidisciplinary team in patient care, demonstrating understanding of how collaboration enhances treatment outcomes for various patient populations. SoP: 2.3, 5.25, 5.27.

This module builds upon the previous musculoskeletal-related module and will introduce students to the biopsychosocial-based assessment and management of musculoskeletal disorders in adults and children. Students will develop the ability to undertake a safe, thorough clinical assessments and select and implement appropriate physiotherapy management interventions. Students will develop and integrate their theoretical and practical knowledge within a framework of clinical reasoning and evidence-based practice and explore the interdisciplinary approach to managing complex musculoskeletal conditions. This module maps to the following CORU Standards of Proficiency (SoP) for Physiotherapists: Professional Autonomy and Accountability Communication, Collaborative Practice and Team working Safety and Quality Professional Development Professional Knowledge and Skills

1. Demonstrate knowledge and understanding of the pathophysiological processes, structural, behavioural, functional changes and physiotherapy management of common and more complex musculoskeletal conditions. (SoP 5.7, 5.8)
2. Demonstrate knowledge and understanding of the assessment and management of brachial plexus and peripheral nerve lesions of the upper & lower limb. (SoP 5.7, 5.8)
3. Demonstrate appropriate and safe handling skills to enable comprehensive assessment of specific musculoskeletal conditions. (SoP 1.5, 1.15, 3.1, 3.2, 3.3, 3.4, 3.14, 5.9, 5.10, 5.15, 5.16)
4. Demonstrate safe use of a variety of treatment techniques and modalities, identifying contraindications and precautions associated with their use. (SoP 5.19, 5.20, 5.21, 5.23, 5.25, 5.26)
5. Present a case from clinical placement 1 with MSK relevance – overview, appraise and critique the approach taken relative to the current literature and the service user’s goals, and identify areas for skill development and improved clinical reasoning in the future. (SoP 2.3, 2.4, 2.12, 3.9, 4.3,5.5, 5.6, 5.7, 5.11)

This module provides students with a comprehensive understanding of paediatric physiotherapy, focusing on the assessment, management, and treatment of children with a variety of conditions. Students will explore developmental milestones, congenital disorders, musculoskeletal issues, neurological conditions, and respiratory care specific to paediatric populations. Emphasis will be placed on family-centered care, evidence-based practice, and interdisciplinary collaboration in paediatric healthcare settings. The module integrates both theoretical knowledge and practical skills to prepare students for the unique challenges of working with children in clinical practice.

This module maps to the following CORU Standards of Proficiency (SoP) for Physiotherapists:
1. Professional Autonomy and Accountability
2. Communication, Collaborative Practice and Team working
3. Safety and Quality
4. Professional Development
5. Professional Knowledge and Skills

1. Understand the biopsychosocial model in relation to paediatric physiotherapy, including ethical considerations, child protection, and consent protocols when working with children and their families. (SoP: 1.1, 1.4, 1.5, 1.6, 1.7, 1.9, 1.10, 1.11, 1.12, 1.16, 2.3, 2.12, 3.1, 3.5, 5.2, 5.6, 5.14, 5.18, 5.27).
2. Demonstrate knowledge of typical and atypical child development across the musculoskeletal, neurological and cardiorespiratory systems, including the aetiology and clinical presentation of common paediatric conditions. (SoP: 5.1, 5.2, 5.3, 5.7, 5.14).

3. Appreciate the importance of family-centered care in paediatric physiotherapy, recognising the important relationship between the mutidisciplinary team and the family in a child’s treatment and rehabilitation. (SoP: 1.3,1.5, 1.8, 1.11, 1.19, 2.3, 2.4, 2.9, 2.12, 2.13, 2.14, 2.15, 5.6, 5.8, 5.14).
4. Demonstrate the ability to perform clinically reasoned assessments for paediatric patients, selecting and applying appropriate outcome measures to monitor and evaluate progress in various paediatric conditions. (SoP: 1.1, 1.3, 1.8, 2.1, 2.2, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 5.1, 5.17).

5. Reflect on the ethical responsibilities and emotional challenges of working with paediatric populations, and the importance of demonstrating empathy and professionalism in interactions with children, families, and their caregiver. (SoP: 1.1, 1.3, 1.5, 1.6, 1.8, 1.12, 1.19, 2.2, 2.3, 2.4, 2.9, 2.12, 3.6, 4.3.)

This module is focused on advancing students' understanding of evidence-based practice (EBP) in physiotherapy. It builds critical appraisal and research skills, enabling students to understand the importance of integrating research findings into clinical decision-making. The module emphasises the importance of understanding and applying the latest evidence to improve patient outcomes. Additionally, the module incorporates a Collaborative Online International Learning (COIL) project, where students will engage with international peers to explore global perspectives on evidence-based physiotherapy. Through COIL, students will collaborate on analysing case studies and synthesising evidence to develop best-practice interventions. The requirements for Clinical Placements 2 and 3 in Year 3 of the programme are outlined. This includes the behaviours assessed using the Common Assessment Form 2 (CAF 2), the evidence-based reasoning form and which is involved in completing the Clinical Placement Portfolio. Students are introduced to the concept of 'competencies' and the competency-based interview in this module. They will learn using exemplars how to describe these competencies and be encouraged to use their Placement e-portfolio going forward as a record of their competencies for future job applications and interviews. This module maps to CORU Standards of Proficiency below: 1. Professional Autonomy and Accountability 2. Communication, Collaborative Practice and Team working 3. Safety and Quality 5. Professional Knowledge and Skills

1. Critically appraise and research literature relevant to physiotherapy practice, utilising evidence-based practice models in a journal club format. (SoP: 3.5, 4.1).
2. Design and propose evidence-based treatment plans for complex patient cases, justifying clinical decisions with the latest research and clinical guidelines. (SoP: 3.4, 3.5, 3.6, 5.6).
3. Identify and critically analyse the challenges and barriers to implementing evidence-based practice (EBP) in physiotherapy and propose strategies to overcome these challenges. (SoP: 3.6, 4.4).
4. Collaborate effectively in an international context through the COIL project, comparing global approaches to physiotherapy practice and evaluating the impact of different healthcare systems on evidence application. (SoP: 4.3, 4.4, 4.5, 5.27).
5. Reflect effectively on the impact of clinical reasoning on professional knowledge and development. (SoP: 4.1, 4.2, 4.3).

The Neurological Physiotherapy II module builds on foundational knowledge to explore the assessment and management of more complex neurological conditions encountered in clinical practice. Students will delve into conditions such as traumatic brain injury, spinal cord injury, and progressive neurological diseases (e.g.motor neuron disease), focusing on advanced assessment techniques and specialised treatment strategies. The module emphasises clinical reasoning, problem-solving, and adaptability, helping students refine their approach to managing multifaceted symptoms and evolving patient needs. Interdisciplinary collaboration within the multidisciplinary team (MDT) and patient-centred care will be central themes, equipping students with the skills to navigate complex neurological cases effectively. This module maps to the following CORU Standards of Proficiency (SoP) for Physiotherapists: Professional Autonomy and Accountability Communication, Collaborative Practice and Team working Safety and Quality Professional Development Professional Knowledge and Skills

1. Demonstrate an understanding of the pathophysiology, clinical presentations, and progression of complex neurological conditions and appreciate the implications for physiotherapy management.
SoP:1.1,1.2,1.15,3.4,3.7,5.2,5.3,5.5,5.6,5.7,5.8,5.10.
2. Apply advanced clinical reasoning to develop and justify evidence-based treatment plans for patients with complex neurological conditions, considering the principles of neuroplasticity and patient-specific goals.
SoP:3.4,5.6,5.7,5.18,5.20.
3. Perform advanced assessment and treatment techniques for patients with complex neurological conditions, demonstrating proficiency in handling, positioning, facilitation, and functional mobility training specific to each condition.
SoP:3.2,3.5,5.10,5.13,5.18,5.28.
4. Reflect on the ethical considerations involved in managing patients with progressive or life-limiting neurological conditions, demonstrating respect for patient autonomy and informed decision-making.
SoP:1.3,1.4,1.5,1.15,1.19.
5. Appreciate the role of the physiotherapist within the MDT in relation to promoting patient and family education, emphasising strategies to empower patients and their support networks to manage long-term neurological conditions effectively.
SoP:2.3,2.4,2.12,2.14,5.23.

This module comprises a supervised placement during which students will work under the direction of a supervising physiotherapist. Clinical Placements in year 3 of the programme will involve mentoring a 1st year student.

Placements will be in a variety of settings, including acute hospitals, community settings, sports clubs and private practice, and will involve at least one of the core clinical areas of musculoskeletal, respiratory and neurology physiotherapy. Placements may be located anywhere within the Republic of Ireland as well as internationally. Students who wish to complete a placement in a Gaeltacht area will be facilitated where possible.

During the placement, students will be assigned a caseload of patients / clients to assess and to treat and manage under the guidance of a supervising physiotherapist . Dependent upon the setting of the placement, students will treat patients from varying demographics, from paediatrics to the elderly.

Prior to this placement, students will be required to make a Health Self Declaration. They may also be required to apply for Garda clearance specifically for the placement setting to which they have been assigned. If there are concerns around student fitness to practice, additional information may be requested of them and / or they may not be permitted to commence their placement. All procedures regarding Fitness to Practice will be followed as per the ATU Student Fitness to Practice policy.

Students keep records of their learning throughout their placement in an e-portfolio format. The portfolio will allow students to consider the skills they are accruing for each of the key competencies that they will be required to discuss in competency-based interviews, as well as identifying which competencies need improvement.

The Physiotherapy Learning Portfolio allows students to evidence their Objectives, Clinical Log, Planned Learning Events, Unplanned Learning Events, use of the Evidence-Based Clinical Reasoning Form as well as maintenance of a Reflective Diary.

The Clinical Assessment Form (CAF) used for this module is Level 2, meaning competence in all five areas (except for caseload management) is required, without guidance, but under the supervision of a supervising physiotherapist. It is anticipated that guidance is still required with caseload management and prioritisation at this stage.

1. Achieve competencies outlined in the Clinical Assessment Form Level 2 in the following areas of practice in line with expected behaviours: Assessment and Management, Professionalism, and Documentation / Communication.
SoPs: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.10, 1.11, 1.12, 1.15, 1.16, 1.17, 1.18, 1.19; 2.1, 2.2, 2.3, 2.4, 2.6, 2.7, 2.8, 2.9, 2.13, 2.14, 2.15; 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 3.14; 4.1, 4.3, 4.5; 5.1 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10, 5.11, 5.12, 5.13, 5.14, 5.15, 5.16, 5.17, 5.18, 5.19, 5.20, 5.21, 5.22, 5.23, 5.24, 5.25, 5.26, 5.28
2. Comply with and show responsible behaviour regarding the policies and procedures relating to the placement setting and the University’s requirements for students on placement (including fitness to practice policies).
SoPs 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.17; 3.13, 3.14
3. Present documented evidence of undertaking Clinical Reasoning and Evidence Based Practice.
SoPs: 3.2, 3.3, 3.4, 3.5, 3.6, 3.8, 3.9, 3.10; 5.5, 5.6, 5.17
4. Present documented evidence of conditions seen and treatments implemented.
SoPs: 3.2, 3.3, 3.4; 5.3, 5.4, 5.7, 5.8, 5.10, 5.11, 5.12, 5.13, 5.14, 5.15, 5.16, 5.18, 5.19, 5.20, 5.21, 5.22, 5.23
5. Present documented evidence of initiative in identifying learning needs and creating opportunities for learning. Objectives should be reviewed and modified at midway of placement.
SoPs: 4.1, 4.2, 4.3, 4.4, 4.5
6. Present documented evidence of reflective practice in relation to personal and professional development.
SoPs: 5.1, 5.3, 5.4
7. Supervise and mentor a 1st year student on observational placement, teaching them as appropriate.
SoPs 4.5, 5.3

This module focuses on the specialised area of physiotherapy within sports and clinical exercise settings, equipping students with the knowledge and practical skills required to assess, treat, and manage sports-related injuries and conditions. It explores the application of exercise as a therapeutic intervention in clinical populations, emphasising evidence-based practices for optimising recovery, enhancing performance, and preventing injury.

Throughout the module, students will engage with both theoretical concepts and practical skills necessary for working with athletes and individuals across a range of physical activity levels. The module integrates contemporary research and professional practice standards, with a focus on the physiotherapist's role in multidisciplinary teams. Students will also explore the design and implementation of individualised and group exercise programmes that address specific rehabilitation needs, and learn to adapt interventions to suit a variety of clinical contexts and participant goals.

This module maps to the CORU standards of proficiency below: 1.Professional Autonomy and Accountability 2. Communicaiton, Collaborative Practice and Team Working 5. Professional Knowledge and Skills

1. Analyse specific clinical exercise scenarios, and overview appropriate assessment, programme design, implementation and evaluation of evidence- based interventions. (SoPs 5.5, 5.6, 5.7, 5.8, 5.23)
2. Understand the role of movement or biomechanical analysis and exercise testing in the management of a range of acute and chronic conditions by the physiotherapist. (5.1, 5.3, 5.4, 5.7, 5.8, 5.13)
3. Apply knowledge of sports injury management techniques and injury prevention models to physiotherapy practice in the area of sport & exercise across the lifespan. (SoPs 5.20, 5.23)
4. Appreciate the importance of effective communication and interdisciplinary collaboration skills in delivering physiotherapy services within sports and community settings e.g working with coaches, management as well as other healthcare professionals, in order to practice professionally and ethically with the focus on athlete safety and well-being. (SoP 1.1, 1.2, 1.7, 1.19, 2.1, 2.12, 2.13, 2.14, 2.15).

This module is designed to broaden students' knowledge and skills across a range of specialised areas of physiotherapy practice. The students will explore specialist areas such as Burns & Plastics, Ergonomics/Occupational Physiotherapy, Mental Health, Oncology, Pelvic Health, and Global Health. Through case-based learning, practical workshops, and lectures, students will develop the ability to deliver holistic care for individuals with diverse and specialised needs. This module maps to the following CORU Standards of Proficiency (SoP) for Physiotherapists:
1. Professional Autonomy and Accountability
2. Communication, Collaborative Practice and Team working
3. Safety and Quality
4. Professional Development
5. Professional Knowledge and Skills

1. Demonstrate knowledge and understanding of physiotherapy practices in the specialities of burns & plastics, ergonomic/occupational physiotherapy, mental health, oncology and pelvic health with consideration of the latest evidence and guidelines shaping interventions in these areas. (SoP: 1.1, 5.1, 5.4, 5.6, 5.8, 5.12, 5.14).
2. Critically evaluate and justify physiotherapy management strategies, integrating evidence-based practice, ethical considerations, and clinical reasoning when addressing patient presentations across different areas and healthcare environments. (SoP: 1.19, 3.5, 3.8, 3.9, 3.10, 5.6, 5.14, 5.17, 5.18, 5.19, 5.20).
3. Analyse the social, cultural, and economic determinants of health and their impact on diverse populations, evaluating how these factors influence healthcare delivery and patient outcomes in different settings. (SoP: 1.8, 2.3, 5.25, 5.27).
4. Critically assess the global health impacts of climate change, identifying how environmental changes contribute to the spread of disease, displacement of populations, and increased burden on healthcare systems, particularly in vulnerable populations.(SoP: 1.8, 2.3, 5.26, 5.27).
5. Design an educational poster that clearly outlines key aspects of assessment and management in a specific physiotherapy area (e.g., oncology, pelvic health, burns), integrating evidence-based practices and making the content visually engaging and accessible. (SoP: 2.1, 2.2, 2.6, 2.7, 3.6, 5.1, 5.2, 5.8, 5.26).

This module is focused on the advanced assessment, treatment, and management of patients with complex cardiorespiratory conditions. It builds on foundational knowledge gained in the earlier physiotherapy in respiratory care 1 module but with greater emphasis on advanced clinical reasoning, evidence-based practice, and multidisciplinary care. Students will explore the physiotherapy management of conditions such as advanced chronic obstructive pulmonary disease (COPD), acute respiratory distress syndrome (ARDS), heart failure, and post-surgical rehabilitation. Special attention will be given to the care of patients in critical care settings, including those on mechanical ventilation, non-invasive ventilation (NIV), and high-flow oxygen therapy. Emerging trends and technologies in cardiorespiratory care will also be explored.

This module maps to the following CORU Standards of Proficiency (SoP) for Physiotherapists:
1. Professional Autonomy and Accountability
2. Communication, Collaborative Practice and Team working
3. Safety and Quality
4. Professional Development
5. Professional Knowledge and Skills

1. Demonstrate advanced clinical reasoning in the assessment and treatment of complex cardiorespiratory conditions, incorporating evidence-based interventions to optimise patient outcomes. (SoP: 5.6, 5.10, 5.18, 5.23)
2. Apply advanced physiotherapy techniques to simulated patients with both acute and chronic cardiorespiratory disorders, including manual techniques, airway clearance methods, and exercise prescription. (SoP: 5.10, 5.18, 5.22, 5.23)
3. Develop a comprehensive treatment rationale for safe and effective interventions in ICU and surgical patients accounting for any potential contingencies that may influence the treatment plan. (SoP: 1.6, 2.1, 2.3, 3.1, 5.6, 5.9, 5.10, 5.11, 5.18).
4. Demonstrate a clear understanding of the roles and responsibilities of various members of the multidisciplinary healthcare team and know when and how to liaise with appropriate professionals in specific clinical situations, such as acute respiratory distress. (SoP: 1.5, 1.6, 2.1, 2.3, 3.7, 4.3, 5.25, 5.27).
5. Design a comprehensive pulmonary or cardiac rehabilitation programme that incorporates patient-centered care, evidence-based exercise protocols, multidisciplinary collaboration, and ongoing assessment strategies to optimise functional outcomes and improve quality of life for individuals with chronic cardiopulmonary conditions. (SoP: 3.4, 5.6, 5.18, 5.23, 5.25, 5.28).

This module comprises a supervised placement during which students will work under the direction of a supervising physiotherapist. Clinical Placements in year 3 of the programme will involve mentoring a 1st year student.

Placements will be in a variety of settings, including acute hospitals, community settings, sports clubs and private practice, and will involve at least one of the core clinical areas of musculoskeletal, respiratory and neurology physiotherapy. Placements may be located anywhere within the Republic of Ireland as well as internationally. Students who wish to complete a placement in a Gaeltacht area will be facilitated where possible.

During the placement, students will be assigned a caseload of patients / clients to assess and to treat and manage under the guidance of a supervising physiotherapist . Dependent upon the setting of the placement, students will treat patients from varying demographics, from paediatrics to the elderly.

Prior to this placement, students will be required to make a Health Self Declaration. They may also be required to apply for Garda clearance specifically for the placement setting to which they have been assigned. If there are concerns around student fitness to practice, additional information may be requested of them and / or they may not be permitted to commence their placement. All procedures regarding Fitness to Practice will be followed as per the ATU Student Fitness to Practice policy.

Students keep records of their learning throughout their placement in an e-portfolio format. The portfolio will allow students to consider the skills they are accruing for each of the key competencies that they will be required to discuss in competency-based interviews, as well as identifying which competencies need improvement.

The Physiotherapy Learning Portfolio allows students to evidence their Objectives, Clinical Log, Planned Learning Events, Unplanned Learning Events, use of the Evidence-Based Clinical Reasoning Form as well as maintenance of a Reflective Diary.

The Clinical Assessment Form (CAF) used for this module is Level 2, meaning competence in all five areas (except for caseload management) is required, without guidance, but under the supervision of a supervising physiotherapist. It is anticipated that guidance is still required with caseload management and prioritisation at this stage.

1. Achieve competencies outlined in the Clinical Assessment Form Level 2 in the following areas of practice in line with expected behaviours: Assessment and Management, Professionalism, and Documentation / Communication.
SoPs: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.10, 1.11, 1.12, 1.15, 1.16, 1.17, 1.18, 1.19; 2.1, 2.2, 2.3, 2.4, 2.6, 2.7, 2.8, 2.9, 2.13, 2.14, 2.15; 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 3.14; 4.1, 4.3, 4.5; 5.1 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10, 5.11, 5.12, 5.13, 5.14, 5.15, 5.16, 5.17, 5.18, 5.19, 5.20, 5.21, 5.22, 5.23, 5.24, 5.25, 5.26, 5.28
2. Comply with and show responsible behaviour regarding the policies and procedures relating to the placement setting and the University’s requirements for students on placement (including fitness to practice policies).
SoPs 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.17; 3.13, 3.14
3. Present documented evidence of undertaking Clinical Reasoning and Evidence Based Practice.
SoPs: 3.2, 3.3, 3.4, 3.5, 3.6, 3.8, 3.9, 3.10; 5.5, 5.6, 5.17
4. Present documented evidence of conditions seen and treatments implemented.
SoPs: 3.2, 3.3, 3.4; 5.3, 5.4, 5.7, 5.8, 5.10, 5.11, 5.12, 5.13, 5.14, 5.15, 5.16, 5.18, 5.19, 5.20, 5.21, 5.22, 5.23
5. Present documented evidence of initiative in identifying learning needs and creating opportunities for learning. Objectives should be reviewed and modified at midway of placement.
SoPs: 4.1, 4.2, 4.3, 4.4, 4.5
6. Present documented evidence of reflective practice in relation to personal and professional development.
SoPs: 5.1, 5.3, 5.4
7. Supervise and mentor a 1st year student on observational placement, teaching them as appropriate.
SoPs 4.5, 5.3

This module builds on learning achieved in previous Physiotherapy Placement modules (Clinical placements 1, 2 and 3) and comprises a supervised placement during which students will work under the direction of a supervising physiotherapist.

Placements will be in a variety of settings, including acute hospitals, community settings, sports clubs and private practice, and will involve at least one of the core clinical areas of musculoskeletal, respiratory and neurology physiotherapy. Placements may be located anywhere within the Republic of Ireland as well as internationally. Students who wish to complete a placement in a Gaeltacht area will be facilitated where possible.

During the placement, students will be assigned a caseload of patients / clients to assess and to treat and manage under the guidance of a supervising physiotherapist . Dependent upon the setting of the placement, students will treat patients from varying demographics, from paediatrics to the elderly.

Prior to this placement, students will be required to make a Health Self Declaration. They may also be required to apply for Garda clearance specifically for the placement setting to which they have been assigned. If there are concerns around student fitness to practice, additional information may be requested of them and / or they may not be permitted to commence their placement. All procedures regarding Fitness to Practice will be followed as per the ATU Student Fitness to Practice policy.

Students keep records of their learning throughout their placement in an e-portfolio format. The portfolio will allow students to consider the skills they are accruing for each of the key competencies that they will be required to discuss in competency-based interviews, as well as identifying which competencies need improvement.

The Physiotherapy Learning Portfolio allows students to evidence their Objectives, Clinical Log, Planned Learning Events, Unplanned Learning Events, use of the Evidence-Based Clinical Reasoning Form as well as maintenance of a Reflective Diary.

The Clinical Assessment Form (CAF) used for this module is Level 2, meaning competence in all five areas (except for caseload management) is required, without guidance, but under the supervision of a supervising physiotherapist. This is the final Clinical Placement in the programme where it is anticipated that guidance is still required with caseload management and prioritisation.

1. Achieve competencies outlined in the Clinical Assessment Form Level 2 in the following areas of practice in line with expected behaviours: Assessment and Management, Professionalism, and Documentation / Communication.
SoPs: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.10, 1.11, 1.12, 1.15, 1.16, 1.17, 1.18, 1.19; 2.1, 2.2, 2.3, 2.4, 2.6, 2.7, 2.8, 2.9, 2.13, 2.14, 2.15; 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 3.14; 4.1, 4.3, 4.5; 5.1 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10, 5.11, 5.12, 5.13, 5.14, 5.15, 5.16, 5.17, 5.18, 5.19, 5.20, 5.21, 5.22, 5.23, 5.24, 5.25, 5.26, 5.28
2. Comply with and show responsible behaviour regarding the policies and procedures relating to the placement setting and the University’s requirements for students on placement (including fitness to practice policies).
SoPs 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.17; 3.13, 3.14
3. Present documented evidence of undertaking Clinical Reasoning and Evidence Based Practice.
SoPs: 3.2, 3.3, 3.4, 3.5, 3.6, 3.8, 3.9, 3.10; 5.5, 5.6, 5.17
4. Present documented evidence of conditions seen and treatments implemented.
SoPs: 3.2, 3.3, 3.4; 5.3, 5.4, 5.7, 5.8, 5.10, 5.11, 5.12, 5.13, 5.14, 5.15, 5.16, 5.18, 5.19, 5.20, 5.21, 5.22, 5.23
5. Present documented evidence of initiative in identifying learning needs and creating opportunities for learning. Objectives should be reviewed and modified at midway of placement.
SoPs: 4.1, 4.2, 4.3, 4.4, 4.5
6. Present documented evidence of reflective practice in relation to personal and professional development,
SoPs: 5.1, 5.3, 5.4

This module aims to enable the student to produce their own research proposal and produce a literature review on same. Weekly lecturers and small group teaching will be used to examine the various methods of quantitative and qualitative data collection and relevant methods of statistical analysis for use in research as well as other concepts of importance in research.

This includes, but is not limited to; formulating a research question, writing a research proposal, the research process and study design, sampling and measurement, questionnaire design, research interviewing, lab data processing, literature searches, the peer review process and citation management, scientific writing and critical appraisal of literature.

In addition, research integrity, including the use of AI, and ethical issues relating to research using human subjects are addressed. The concept of informed consent is considered in relation to ethics and human rights in research in line with international, national and institutional policies, particularly in the context of research using vulnerable groups of people.

Students will be assigned a research project supervisor with whom they will meet on a weekly basis who will guide them in formulating a research proposal and in producing a literature review on their chosen topic based on the most recent and significant research in that area. They will take into account the research problems, issues, and procedures that their research could encounter, and the most appropriate research methods with which to address their research questions.

Students are encouraged to base their research project on their own experience, thereby reinforcing the importance of reflective practice in identifying gaps in learning and using that knowledge to create learning opportunities and solve problems. The research proposal requires that it, and all associated documentation, is submitted in electronic form, for checking by anti-plagiarism software.

1.

Demonstrate an understanding of the stages in the research process. (SoP: 5.29)

2. Demonstrate knowledge of study designs, methodologies, appropriate statistical analysis and interpretation, research integrity and ethical issues relating to research with human subjects. ( SoP: 3.10, 3.12, 3.13, 3.14, 5.29)
3. Develop an appropriate hypothesis and design a set of experiments to investigate this hypothesis. (SoP: 3.12, 5.29)
4.

Compile and critically evaluate a significant body of relevant literature. (SoP: 1.18, 5.1, 5.29)

5. Communicate results of a literature review and project plan. (SoP: 1.18, 2.6, 2.7, 5.29)

This module Management of Chronic Diseases and Pain provides students with the knowledge and skills needed to support patients dealing with chronic health conditions and long-term pain. Students will gain a comprehensive understanding of the pathophysiology, progression, and impact of common chronic diseases, such as cardiovascular, respiratory, metabolic, and musculoskeletal conditions, as well as the complex mechanisms underlying persistent pain. Emphasising a biopsychosocial approach, the module covers assessment techniques for evaluating the physical, psychological, and social factors affecting both chronic disease and pain management. Students will learn to develop evidence-based interventions, establish patient-centred goals, and facilitate self-management strategies aimed at enhancing quality of life and functional independence. This module also underscores the role of multidisciplinary collaboration in chronic disease and pain management, addressing key ethical and cultural considerations. Furthermore, this module aligns both with the HSE's Structured Chronic Disease Management (CDM) Programme and the European Pain Federation's Core Pain Curriculum . This module maps to the following CORU Standards of Proficiency (SoP) for Physiotherapists: Professional Autonomy and Accountability Communication, Collaborative Practice and Team working Safety and Quality Professional Development Professional Knowledge and Skills

1. Demonstrate a comprehensive understanding of the pathophysiology, progression, and impact of common chronic diseases and pain syndromes on physical function and quality of life.
SoP:1.3,5.2,5.3,5.5,5.6,5.7,5.8,5.10,5.15,5.17
2. Critically evaluate and apply evidence-based assessment tools to identify and monitor functional limitations, pain levels, and psychological factors in patients with chronic diseases and pain conditions.
SoP: 2.6,3.4,5.5,5.6,5.10,5.17.
3. Develop and justify individualised, evidence-based treatment plans that incorporate both physical and psychosocial approaches for the management of chronic diseases and persistent pain.
SoP: 3.4,5.6,5.8,5.17,5.18,5.26.
4. Apply advanced clinical reasoning to adapt interventions for patients with complex, multi-morbid presentations, considering factors such as disease progression, pain modulation, and patient goals.
SoP: 3.4,5.7,5.10,5.12,5.18,5.20.
5. Examine and apply the principles of self-management and patient empowerment in chronic disease and pain management, including education on lifestyle modifications, pacing strategies, and coping mechanisms.
SoP: 2.4,5.6,5.8,5.23,5.26,5.27.
6. Evaluate the impact of chronic disease management policies and frameworks on clinical practice, including national guidelines, healthcare accessibility, and resources available for chronic disease and pain management.
SoP:1.7,1.13,3.9,5.5,5.27.

This module aims to develop students' understanding of leadership, entrepreneurship, and innovation within the context of physiotherapy and broader healthcare environments. The focus will be on equipping future physiotherapists with the skills needed to take on leadership roles and engage with the structures involved in managing quality and risk. Furthermore, students will learn the skills to manage change, drive innovative practices, and explore entrepreneurial opportunities in healthcare. Learners will recognise the significance of performance achievement and quality management in healthcare and the role of all employees in these processes. Students will engage with external support via the leadership academy of the Irish Society of Chartered Physiotherapists to help develop their leadership skills. By the end of this module, students will have the foundational tools to integrate leadership, innovative thinking, and entrepreneurship into their professional careers. In addition, the requirements for Clinical Placements 4 and 5 in Year 4 of the programme are outlined. This includes the behaviours assessed using the Common Assessment Forms 2 and 3 (CAF 2 and 3), the differences between these two assessment forms and the change in behaviours assessed towards those synonymous with an autonomous practitioner. The requirements of the Clinical Placement Portfolio will also be explained to the learner. This module maps to CORU Standards of Proficiency below: 1. Professional Autonomy and Accountability 2. Communication, Collaborative Practice and Team working 3. Safety and Quality 5. Professional Knowledge and Skills

1. Critically evaluate leadership within the context of physiotherapy; assessing the multifaceted role of the manager as a teacher, supporting quality improvement and managing risk. (SoP: 2.10, 2.15)
2. Reflect on the professional skills required for initiating and managing change, evaluating how these competencies contribute to leadership, service transformation, and continuous improvement in physiotherapy settings. (SoP 1.19, 2.10)
3. Analyse decision-making processes in physiotherapy practice, exploring how professional standards, organisational culture, and external health policies impact the role of the graduate physiotherapist in clinical environments. (SoP: 1.7, 1.19, 5.27)
4. Outline the performance achievement review process and understand its significance in managing and improving performance. Use the process to perform a self audit of practice quality and identify how improvement can be achieved. (SoP: 3.9, 3.11)
5. Describe the structures and procedures used to manage and mitigate risk in a healthcare context and perform a risk assessment and propose risk managment approaches on a case study. (SoP: 3.10, 3.12)

This module builds on learning achieved in previous Physiotherapy Placement modules (Clinical Placements 1, 2, 3 and 4) and is the capstone placement module in the programme. Students will continue to work under the direction of a supervising physiotherapist as in previous placements but will be expected to manage and prioritise their caseload independently. By the end of this module, learners should be able to demonstrate the skills and knowledge required of a safe and effective autonomous practitioner.

Placements will be in a variety of settings, including acute hospitals, community settings, sports clubs and private practice, and will involve at least one of the core clinical areas of musculoskeletal, respiratory and neurology physiotherapy. Placements may be located anywhere within the Republic of Ireland as well as internationally. During the placement, students will be assigned a caseload of patients / clients to assess and to treat and manage under the guidance of a supervising physiotherapist . Dependent upon the setting of the placement, students will treat patients from varying demographics, from paediatrics to the elderly.

Prior to this placement, students will be required to make a Health Self Declaration. They may also be required to apply for Garda clearance specifically for the placement setting to which they have been assigned. If there are concerns around student fitness to practice, additional information may be requested of them and / or they may not be permitted to commence their clinical placement. All procedures regarding Fitness to Practice will be followed as per the ATU Student Fitness to Practice policy.

Students keep records of their learning throughout their placement in an e-portfolio format. The portfolio will allow students to consider the skills they are accruing for each of the key competencies that they will be required to discuss in competency-based interviews, as well as identifying which competencies need improvement.

The Physiotherapy Learning Portfolio allows students to evidence their Objectives, Clinical Log, Planned Learning Events, Unplanned Learning Events, use of the Evidence-Based Clinical Reasoning Form as well as maintenance of a Reflective Diary.

The Clinical Assessment Form (CAF) used for this module is Level 3, meaning behaviours synonymous with an autonomous practitioner should be evident in all five areas (including caseload prioritisation and management), without guidance, but under the supervision of a physiotherapist.

1. Achieve competencies outlined in the Clinical Assessment Form Level 2 in the following areas of practice in line with expected behaviours: Assessment and Management, Professionalism, and Documentation / Communication.
SoPs: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.10, 1.11, 1.12, 1.15, 1.16, 1.17, 1.18, 1.19; 2.1, 2.2, 2.3, 2.4, 2.6, 2.7, 2.8, 2.9, 2.13, 2.14, 2.15; 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 3.14; 4.1, 4.3, 4.5; 5.1 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10, 5.11, 5.12, 5.13, 5.14, 5.15, 5.16, 5.17, 5.18, 5.19, 5.20, 5.21, 5.22, 5.23, 5.24, 5.25, 5.26, 5.28
2. Comply with and show responsible behaviour regarding the policies and procedures relating to the placement setting and the University’s requirements for students on placement (including fitness to practice policies).
SoPs 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.17; 3.13, 3.14
3. Present documented evidence of undertaking Clinical Reasoning and Evidence Based Practice.
SoPs: 3.2, 3.3, 3.4, 3.5, 3.6, 3.8, 3.9, 3.10; 5.5, 5.6, 5.17
4. Present documented evidence of conditions seen and treatments implemented.
SoPs: 3.2, 3.3, 3.4; 5.3, 5.4, 5.7, 5.8, 5.10, 5.11, 5.12, 5.13, 5.14, 5.15, 5.16, 5.18, 5.19, 5.20, 5.21, 5.22, 5.23
5. Present documented evidence of initiative in identifying learning needs and creating opportunities for learning. Objectives should be reviewed and modified at midway of placement.
SoPs: 4.1, 4.2, 4.3, 4.4, 4.5
6. Present documented evidence of reflective practice in relation to personal and professional development.
SoPs: 5.1, 5.3, 5.4

This module provides an in-depth examination of the core concepts of health, well-being, and community health. It critically analyses the complex interplay between social, politico-economic, environmental, and cultural factors that shape health outcomes at both individual and community levels. The module emphasises a thorough understanding of social determinants of health and critically evaluates the effectiveness of public health initiatives, community-based interventions, and policy frameworks in diverse settings.

Students will engage with advanced theories and contemporary research, applying critical thinking to assess the impact of these factors on population health. They will explore the strategic role of physiotherapists in health promotion, disease prevention, and quality of life enhancement, focusing on evidence-based approaches for supporting individuals, families, and groups. The module also places particular emphasis on the development of skills necessary for designing, implementing, and evaluating health promotion and preventive strategies within diverse and complex population groups. This module maps to the following CORU Standards of Proficiency (SoP) for Physiotherapists: 1. Professional Autonomy and Accountability

2. Communication, Collaborative Practice and Team working

5. Professional Knowledge and Skills

1. Critique the impact of social, politico-economic, environmental and cultural determinants of health and well-being and how health inequalities can impact community health. (SoP 1.20, 5.1, 5.2)
2. Identify evidence-based strategies for health promotion and disease prevention, focusing on the role of physiotherapists in supporting the health and well-being of individuals, families, and communities. (SoP 1.2, 1.8)
3. Develop and justify evidence-based strategies for health promotion and disease prevention in diverse populations, focusing on the role of physiotherapists in supporting the health and well-being of individuals, families, and communities. (SoP 1.8, 2.2)
4. Demonstrate an understanding of the Making Every Contact Count (MECC) model and its application in physiotherapy practice, utilising routine patient interactions to promote positive lifestyle changes and improve health and wellbeing in the community. (SoP 2.3, 2.4)
5. Demonstrate advanced critical reflection in applying complex concepts of health and well-being to real-world scenarios in community health settings as well as ones own health. (SoP 4.3)

This module is designed to provide students with the advanced clinical reasoning and management skills necessary for dealing with complex clinical cases in physiotherapy. Students will explore the assessment, treatment, and management of patients with multi-morbidity and complex presentations. Emphasis is placed on the integration of multiple systems (musculoskeletal, neurological, and cardiorespiratory) and the impact this has on physiotherapy management. Service-users will play an integral role in student learning by sharing their lived experiences of managing complex health conditions. Students will gain deeper insights into the patient perspective, which will enhance their understanding of patient-centred care and the practical challenges encountered in real-world healthcare scenarios.

This module maps to the following CORU Standards of Proficiency (SoP) for Physiotherapists:
1. Professional Autonomy and Accountability
2. Communication, Collaborative Practice and Team working
3. Safety and Quality
4. Professional Development
5. Professional Knowledge and Skills

1. Critically evaluate the impact of multimorbidity on patient outcomes, understanding how the interaction between multiple conditions affects disease progression, prognosis, and quality of life, and adapt care plans accordingly. (SoP: 3.4, 3.5, 5.2,5.3, 5.7, 5.10, 5.14).

2. Apply advanced diagnostic and assessment tools to identify and prioritise treatment strategies for patients with complex cases, ensuring accurate decision-making while managing overlapping or conflicting medical needs. (SoP: 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.8, 5.10, 5.1, 5.14, 5.17).

3. Integrate pharmacological considerations into physiotherapy management, understanding the effects of polypharmacy on patients and physiotherapy interventions. (SoP: 5.6, 5.27).

4. Develop and evaluate tailored rehabilitation programmes for patients with multimorbidities, ensuring that interventions are feasible, safe, and address functional goals in light of multiple conditions. (SoP: .2, 1.5, 1.9, 2.1, 2.3, 3.5, 3.6, 3.8, 5.7, 5.14, 5.17, 5.18, 5.20, 5.23).

5. Critically evaluate the role of self-management strategies for patients with multimorbidity, identifying key elements of patient empowerment and self-management support in long-term rehabilitation plans. (SoP: 2.3, 2.4, 2.12, 5.2, 5.8, 5.16, 5.23, 5.26).

This module explores the integration of digital health technologies, such as mobile apps, telehealth, and wearable devices, into contemporary physiotherapy practice. Students will critically evaluate the impact of these tools on patient outcomes, while developing practical skills in their use for assessment and rehabilitation. Emphasis will be placed on innovation, data security, and ethical considerations, preparing students to design patient centered, technology-enhanced solutions to modern physiotherapy challenges. This module maps to the following CORU Standards of Proficiency (SoP) for Physiotherapists: Professional Autonomy and Accountability Communication, Collaborative Practice and Team working Safety and Quality Professional Development Professional Knowledge and Skills

1. Discuss the role of digital health technologies in physiotherapy practice, including mobile health apps, telehealth platforms, and wearable devices, and their potential impact on patient outcomes and clinical decision-making. Understand the importance of data protection within digital health technologies (SoP: 1.10, 1.13, 1.15, 2.1, 2.2, 2.4, 2.7, 2.14, 3.2, 3.8, 4.2, 5.28, 5.25)
2. Describe the potential for digital health tools to be used in patient assessment, monitoring, and rehabilitation, integrating these technologies into evidence-based physiotherapy interventions to enhance patient engagement and outcomes. (SoP: 1.10, 1.13, 1.15, 2.1, 2.2, 2.4, 2.7, 2.14, 3.2, 3.8, 4.2, 5.28, 5.25)
3. Identify and propose innovative digital health solutions to address specific challenges in physiotherapy practice, applying knowledge of healthcare technology trends, data security, and patient centered design principles. (SoP: 2.14, 3.14, 4.3, 5.23, 5.26, 5.28)
4. Compare social media and other web based platforms as communication tools for physiotherapists, including how to ‘prime’ patients, change current belief structures and educate them on the benefits of physiotherapy treatments. (SoP: 2.14, 3.14, 4.3, 5.23, 5.26, 5.28)

This module will develop the skills required to safely perform a scientific investigation and to test the hypothesis previously developed in the Research Project Design module.

The module will further develop student communication skills using scientific writing and oral presentation of project work.

1. Compile independent appropriate methodology to test a scientific hypothesis (SoP: 5.29)
2. Perform appropriate procedures to examine scientific hypothesis, (SoP: 1.18, 3.10, 3.12, 3.13, 3.14, 5.29)
3. Critically evaluate research findings, perform statistical analysis to analyse research data collected. (SoP: 1.18, 2.6, 2.7, 5.29)
4. Detail project work in the form of a written report. (SoP: 1.18, 2.6, 2.7, 5.29)
5. Defend the outcomes of the research project by viva voce examination. (SoP: 2.2, 5.29)