Module finder

Practice-based learning provides an opportunity to apply the knowledge, skills, behaviours and values you are developing at university whilst experiencing current practice in physiotherapy. Practice-based learning may take place in a variety of geographical locations, predominantly across the South of England. We group these experiences by the setting you will be based: acute, non-acute, outpatient and portfolio of practice (which describes roles across the four pillars of practice). You will be allocated a Practice Educator and supported by a University Academic Contact.

Practice-based learning provides an opportunity to apply the knowledge, skills, behaviours and values you are developing at university whilst experiencing current practice in physiotherapy. Practice-based learning may take place in a variety of geographical locations, predominantly across the South of England. We group these experiences by the setting you will be based: acute, non-acute, outpatient and portfolio of practice (which describes roles across the four pillars of practice). You will be allocated a Practice Educator and supported by a University Academic Contact.

Practice-based learning provides an opportunity to apply the knowledge, skills, behaviours and values you are developing at university whilst experiencing current practice in physiotherapy. Practice-based learning may take place in a variety of geographical locations, predominantly across the South of England. We group these experiences by the setting you will be based: acute, non-acute, outpatient and portfolio of practice (which describes roles across the four pillars of practice). You will be allocated a Practice Educator and supported by a University Academic Contact.

Practice-based learning provides an opportunity to apply the knowledge, skills, behaviours and values you are developing at university whilst experiencing current practice in physiotherapy. Practice-based learning may take place in a variety of geographical locations, predominantly across the South of England. We group these experiences by the setting you will be based: acute, non-acute, outpatient and portfolio of practice (which describes roles across the four pillars of practice). You will be allocated a Practice Educator and supported by a University Academic Contact.

Practice-based learning provides an opportunity to apply the knowledge, skills, behaviours and values you are developing at university whilst experiencing current practice in physiotherapy. Practice-based learning may take place in a variety of geographical locations, predominantly across the South of England. We group these experiences by the setting you will be based: acute, non-acute, outpatient and portfolio of practice (which describes roles across the four pillars of practice). You will be allocated a Practice Educator and supported by a University Academic Contact.

Practice-based learning provides an opportunity to apply the knowledge, skills, behaviours and values you are developing at university whilst experiencing current practice in physiotherapy. Practice-based learning may take place in a variety of geographical locations, predominantly across the South of England. We group these experiences by the setting you will be based: acute, non-acute, outpatient and portfolio of practice (which describes roles across the four pillars of practice). You will be allocated a Practice Educator and supported by a University Academic Contact.

Practice-based learning provides an opportunity to apply the knowledge, skills, behaviours and values you are developing at university whilst experiencing current practice in physiotherapy. Practice-based learning may take place in a variety of geographical locations, predominantly across the South of England. We group these experiences by the setting you will be based: acute, non-acute, outpatient and portfolio of practice (which describes roles across the four pillars of practice). You will be allocated a Practice Educator and supported by a University Academic Contact.

Practice-based learning provides an opportunity to apply the knowledge, skills, behaviours and values you are developing at university whilst experiencing current practice in physiotherapy. Practice-based learning may take place in a variety of geographical locations, predominantly across the South of England. We group these experiences by the setting you will be based: acute, non-acute, outpatient and portfolio of practice (which describes roles across the four pillars of practice). You will be allocated a Practice Educator and supported by a University Academic Contact.

Practice-based learning provides an opportunity to apply the knowledge, skills, behaviours and values you are developing at university whilst experiencing current practice in physiotherapy. Practice-based learning may take place in a variety of geographical locations, predominantly across the South of England. We group these experiences by the setting you will be based: acute, non-acute, outpatient and portfolio of practice (which describes roles across the four pillars of practice). You will be allocated a Practice Educator and supported by a University Academic Contact.

This practice-based module provides an initial introduction to the role of the Clinical Psychologist whilst working on placement in a clinical setting with adults across the lifespan (either working age and/or older adults).

Trainee Clinical Psychologists will gain an understanding of the role of a Clinical Psychologist and how to comply with relevant codes of conduct and ethics in clinical practice (e.g. BPS, HCPC) as well as professional guidance (e.g. NICE). This module places a specific focus on developing BPS (2025) competencies in building effective working alliances with service users to inform assessment practices, developing evidence-based formulations, and using these to implement and evaluate psychological interventions for a range of presenting problems typical for the service context. This includes applying skills in CBT, systemic approaches and/or neuropsychology. Trainees will also develop their communication skills (written and verbal) for a range of audiences. All of these competencies will be underpinned by relevant anti-racist/anti-discrimination and legislative frameworks, as appropriate to the service context.

Trainees are expected to attend placement in person, but may also be required to work in other placement settings or remotely. Trainees must ensure that over 50% of their direct clinical activity and time on placement, across the whole of training, is completed in person.