Course content
For all awards there are three compulsory modules:
Rehabilitation: Application of the ICF (20 level 7 credits)
This module focuses on the WHO ICF Classifications (International Classification of Functioning, Disability and Health: ICF, and the ICF for Children and Youth: ICF-CY). You will have the chance to critically examine these classifications in relation to other rehabilitation theories and models, and to examine personal, professional, cultural and international perspectives. Considering the implications of the ICF and the ICF-CY for rehabilitation practice is a key focus as well as critical appraisal of the evidence base underpinning these classifications and related theories and models. This module can be undertaken as an on-line learning module or as a combination of class-based and on-line learning. (Semester 1)
Physiological Bases to Musculoskeletal and Neurological Rehabilitation Practice (20 level 7 credits)
This module enables you to deepen your understanding of the application of the anatomical, physiological and pathophysiological bases underpinning either musculoskeletal or neurological rehabilitation. It will provide you with the opportunity to develop further understanding of the organisation and functioning of neuro-musculoskeletal structures and then to focus more specifically on either musculoskeletal or neurological practice. Core knowledge of these areas will be expanded providing a functional and clinical relevance to clinical reasoning. (Semester 1)
The Evidence Base of Rehabilitation Practice (20 level 7 credits)
This module gives you the opportunity to explore the evidence base for rehabilitation in depth, specifically relating to your clinical area of interest. Emphasis is placed on critical analysis of theoretical frameworks and paradigms underlying current rehabilitation practice, the implications for future developments in this field, and management of the complex issues embedded in patient care. You will be expected to critically evaluate current literature and reflect upon your clinical practice in relation to the available evidence.
The PGCert (Rehabilitation) consists of the three compulsory rehabilitation modules.
The PGDip (neurological, musculoskeletal and paediatric neurological and exercise pathways) consists of the three compulsory rehabilitation modules, the rehabilitation research module, the compulsory module for your chosen pathway and one acceptable module.
Rehabilitation Research Design and Methods (20 level 7 credits)
This module aims to advance your knowledge of rehabilitation research design and research methods. It provides an overview of methodologies and methods commonly used to advance rehabilitation practice. A focus of the module is on research training in different research methods used to explore aspects of rehabilitation practice. You will have the opportunity to attend practical sessions on conducting systematic literature reviews; analysing statistical data; collecting and analysing qualitative data; critiquing and appraising research evidence. (Semester 1 or 2)
Disability: Individual and Global Perspectives (Compulsory for Musculoskeletal and Neurological pathways; 20 level 7 credits)
This module facilitates student learning through seminars, discussion and coursework. These will critically explore definitions of disability and handicap; disability and civil rights; political, social, cultural, economic and technological environments that create or foster disability; psycho-social aspects; ethical and moral aspects; and the concepts of empowerment, enablement, advocacy, independence and rehabilitation in relationship to disability models. (Semester 2)
Functional Recovery from Stroke (Alternative compulsory for Exercise pathway; 20 level 7 credits)
This module is a collaborative venture with the ARNI (Action for Rehabilitation from Neurological Injury) Institute. It will underpin knowledge of brain injury and rehabilitation with ARNI methodology for functional retraining strategies. Students who complete the course will be given accredited ARNI Instructor status (subject to regular ARNI CPD sessions). Clinical reasoning and safe effective practice will be developed in both the theoretical and clinical components of the course. (Semester 1 or 2)
Exercise Prescription for Neurological Conditions (Alternative compulsory for Exercise pathway; 20 level 7 credits)
This module aims to introduce you to the knowledge-based, clinical and practical skills necessary for planned and strategic management of this patient group in an exercise prescription setting. This is a REPS 4 accredited module. (Semesters 1 and 2, or 2 and 3)
Paediatric Neurodisability Rehabilitation (Compulsory for Paediatric Neurological pathway, on-line learning; 20 level 7 credits)
This module considers the rehabilitation needs of children with life-long neurological problems such as cerebral palsy, or after brain injury. It will inform on issues relating to the aetiology, pathology, diagnosis and management of children and young people with life-long neurological problems and neurodisability, translated into the common terminology of the ICF-Children and Young People. (Semester 2)
All of the compulsory modules for the specific pathways are acceptable modules to the other pathways. The following acceptable modules are also available:
Supporting People with Long Term Progressive Neurological Conditions (on-line learning; 20 level 7 credits)
Long-term neurological conditions such as Multiple Sclerosis, Parkinson’s Disease or Motor Neurone Disease are the primary focus of this module. You will have the opportunity to centre your attention on the neurological condition you focus on in your practice. The ICF (WHO 2001) will be used as a framework for this module to enable a bio-psychosocial approach. This module has been developed with the Multiple Sclerosis Society with input from the Parkinson’s Society and the Motor Neurone Disease Society. (Semester 2)
Occupational Therapy: New Perspectives (on-line learning; 20 level 7 credits)
This module will enable you to develop your understanding of current perspectives informing contemporary occupational therapy practice. You will explore established and emerging theory and research in the areas of occupation and occupational performance. You will have the opportunity to further understand the evolving discipline of occupational science, considering the factors that contribute to the health and well-being of individuals, groups and communities from an occupational perspective. (Semester 1)
Advanced Communication and Supportive Relationships (20 level 7 credits)
This module explores verbal and non-verbal communication, and the development of supportive relationships, within the context of life-threatening illness. It aims to build on existing skills and develop them within your own area of practice. The module promotes a critical approach to sources of knowledge from nursing, health and social care and psychotherapy. Students need to be in practice or have worked recently in practice. (Semester 1)
Advanced Symptom Management (on-line learning; 20 level 7 credits)
This module focuses on the development of assessment and critical appraisal skills, and on the management of distressing symptoms in the context of life-threatening illness. Themes of the module centre on assessment, and an evaluation of the evidence base for interventions, all of which are explored in the context of clinical practice. The module recognises the unique nature of individual experiences of symptoms, and promotes care that responds to individual priorities. (Semester 2)
Independent Study (20 level 7 credits)
This module enables you to build on your existing knowledge and professional experience, and study in-depth an aspect related to your chosen programme of study. You choose your own area of interest and may carry out individual or group projects. You negotiate a contract with a tutor from the programme team who will provide you with learning support. (Semester 1, 2 or 3)
Work-Based Learning (20 level 7 credits)
This module enables you to gain recognition and academic credit for learning gained through professional practice or employment. You will be asked to develop a work based learning contract which specifies the learning outcomes to be achieved, the learning activities, resources required, and the evidence of achievement which will be assessed. The contract is negotiated between you, your workplace and a tutor from the programme team who will provide you with learning support. (Semester 1, 2 or 3)
The PGDip posture management pathway consists of Rehabilitation: Application of the ICF; Rehabilitation Research; and one acceptable module.
The MSc consists of the modules specified for the PGDip, for the specific pathway, plus the Dissertation (see below).
Rehabilitation Dissertation (60 credits at level 7)
Here you can explore in depth one particular substantive area in relation to your area of rehabilitation practice (Neurological, Musculoskeletal, Paediatric Neurological, Exercise or Posture Management), and at least one particular research design, which can involve primary data collection, use of secondary data, and systematic literature review. You will be allocated a dissertation supervisor to guide you through the dissertation. (Semesters 1,2, and 3 or 2,3 and 1)
A Dissertation is compulsory for the MSc.
Teaching, learning and assessment
The teaching, learning and assessment strategy reflects the course’s multiprofessional practice-focused approach. Opportunities for interprofessional learning, sharing existing and developing skills, knowledge and experience, are maximised. The focus of all teaching, learning experiences and specific assessments is the individual and their rehabilitation programme. If you are not in practice, or not from a health care background, the sharing of knowledge and experience can be of particular value. In order to make the most of the range of experience, skills and knowledge within the group, a variety of teaching and learning strategies will be employed, including seminars, group work and case studies.
The assessment methods used within the course are varied; they are designed to be stimulating as well as academically rigorous, and are based on your learning needs, individual aims, content, and the academic standards expected for the course. Assessment is based on coursework consisting of academic and reflective essays and case studies.
The course team is committed to providing flexibility, and is exploring ways of offering blended-learning approaches.
Study Details: 
