Course: Clinical credits: 30

2CD-C. 3. The student, under the supervision of a physiotherapist during the clinical, can record the data of a physiotherapeutic consultation in a paper and/or digital client file, in the context of DTF screening.
2CD-C. 8. The student, under the supervision of a physiotherapist during the clinical, can record the data from a physiotherapeutic consultation in a paper and/or digital client file in accordance with current regulations and legislation.
2CD-C. 12. The student, under the supervision of a physiotherapist during the clinical, can inform a client verbally about the results of a physiotherapeutic assessment, in lay terms and in compliance with the rules of professional communication.
2CD-C. 13. The student, under the supervision of a physiotherapist during the clinical, can verbally inform the client’s family and/or others involved about the results of a physiotherapeutic assessment, in lay terms and in compliance with the rules of professional communication.
2CD-C. 18. The student, under the supervision of a physiotherapist during the clinical, can conduct a consultation/counselling interview with a client, in lay terms and in compliance with the rules of professional communication.
2CD-C. 19. The student, under the supervision of a physiotherapist during the clinical, can conduct a consultation/counselling interview with the client’s family and/or others involved, in lay terms and in compliance with the rules of professional communication.
2CD-C. 23. The student, in the context of prevention and in cooperation with one of his peers and/or a physiotherapist, can give information to a group of persons interested in public health, in lay terms and in compliance with the rules of professional communication.
2CD-C. 24. The student, in the context of indicated and/or care-related prevention and under the supervision of a physiotherapist, can give information to clients and their families and/or other involved parties, in lay terms and in compliance with the rules of professional communication.
2CD-C. 28. The student, in the context of prevention and in cooperation with one of his peers and/or a physiotherapist, can stimulate a group of persons interested in public health towards healthy behaviour, in lay terms and in compliance with the rules of professional communication.
2CD-C. 29. The student, in the context of indicated and/or care-related prevention and under the supervision of a physiotherapist, can inform clients and their families and/or other parties involved verbally about healthy behaviour and a client’s own responsibility in this respect, in lay terms and in compliance with the rules of professional communication.
2CD-C. 33. The student, in the context of a physiotherapeutic consultation and under the supervision of a physiotherapist/teacher during the clinical, can report in writing to a referral professional, following the guideline for reporting.
2CD-C. 36. The student, under the supervision of a physiotherapist/teacher during the clinical, can report in writing to a referral professional to conclude a treatment episode, following the guideline for reporting.
2CD-C. 39. The student, under the supervision of a physiotherapist/teacher during the clinical, can set up a written report for purposes of transferring to a colleague, following the guideline for reporting.
2CD-C. 42. The student, in the context of prevention and in cooperation with one of his peers and/or a physiotherapist, can give written information to persons interested in public health, in lay terms and in compliance with the rules of professional communication.
2CD-C. 43. The student, in the context of indicated and/or care-related prevention and under the supervision of a physiotherapist, can give written information to clients and their families and/or other involved parties, in lay terms and in compliance with the rules of professional communication.
2CD-FH. 8. The student, under the supervision of a physiotherapist during the clinical, can conduct a physiotherapeutic consultation on a client, in the context of DTF screening.
2CD-FH. 190. The student can independently set up a physiotherapeutic treatment plan for a client with simple and very common problems of the postural and locomotor apparatus during the clinical.
2CD-FH. 198. The student, in cooperation with a physiotherapist during the clinical, can set up a physiotherapeutic treatment plan for a client with complex and very common problems of the postural and locomotor apparatus.
2CD-FH. 205. The student, in cooperation with a physiotherapist during the clinical, can set up a physiotherapeutic treatment plan for a client with complex problems/comorbidity.
2CD-FH. 232. The student, in cooperation with a physiotherapist during the clinical, can conduct a partial physiotherapeutic treatment for a client with complex and very common problems of the postural and locomotor apparatus.
2CD-FH. 237. The student can independently conduct a partial physiotherapeutic treatment for a client with simple and very common problems of the postural and locomotor apparatus during the clinical.
2CD-FH. 279. The student, in cooperation with a physiotherapist during the clinical, can set up a care-related prevention plan for a client with simple and very common problems of the postural and locomotor apparatus.
2CD-FH. 280. The student, in cooperation with a physiotherapist during the clinical, can set up a care-related prevention plan for a patient with complex and very common problems of the postural and locomotor apparatus.
2CD-FH. 300. The student, in cooperation with a physiotherapist during the clinical, can set up a care-related prevention plan for a client with complex problems/comorbidity.
2CD-FH. 312. The student can independently set up an assessment plan for a client with simple and very common problems of the postural and locomotor apparatus during the clinical.
2CD-FH. 315. The student can independently set up a physiotherapeutic assessment for a client with simple and very common problems of the postural and locomotor apparatus during the clinical.
2OD-Sam 9. The student, in the context of orientation towards the profession, can independently map out the chain processes and the organisation of his clinical venue.
2OD-Sam 13. The student, during the clinical, is capable of viewing a client as an autonomous and independent individual who runs his own life.
2OD-Sam 15. The student deals professionally and respectfully with different perspectives in his collaborations with others during the clinical.
2OD-Sam 17. The student, under the supervision of a clinicals counsellor, can make contributions within monodisciplinary and multidisciplinary teams as well as cooperation processes, and position himself as a beginning professional practitioner.
2OD-M 44. The student, as a future entrepreneurial professional, can recognise the values and norms of the professional group and explain this to others.
2OD-M 51. The student, as a future entrepreneurial professional, can indicate how he thinks he will take into account different perspectives of colleagues, care recipients and their families, and other professionals such as those in municipalities, housing corporations, and the various disciplines in healthcare organisations when working in a multidisciplinary cooperation process.
2 OD-O 29. The student can plan activities around clients under the supervision of the clinicals counsellor during the clinical.
2BD-PH 20. The student, in coordination with the clinicals counsellor during the clinical, can take over the directing function of the care-providing process as an advocate for the interests of the care recipient.
3BD-KD/W 7. The student can explain to the clinicals counsellor during the clinical his choice on whether to use a measurement instrument in the context of clinimetry for a specific client.
3BD-KD/W 11. The student can substantiate his physiotherapeutic actions within the clinical by explaining to the clinicals coordinator how he interpreted the methodological and statistical aspects from a scientific article.
3BD-KD/W 25. The student, under the supervision of a clinicals counsellor during the clinical, can evaluate his clinical actions explicitly on the basis of recent scientific literature.
3BD-KD/W 33. The student can independently give an oral presentation to his peers during the clinical for purposes of information conveyance to colleagues.
3BD-KD/W 34. The student can independently prepare part of a theme evening during the clinical for purposes of information conveyance to colleagues.
INT 3BD-E/PH 1: In contacts with others (patients, clients, colleagues in his/her own professional practice and within a multidisciplinary team), the student shows empathy, demonstrating that he/she can identify with the cultural background of the target group.
INT 3BD-E/PH 2: In contacts with others (patients, clients, colleagues in his/her own professional practice and within a multidisciplinary team), the student shows professional conduct which demonstrates that he/she has taken into account or anticipated the cultural background of the target group.