Course: Professional Development 1 and Junior Internship 1 credits: 5
- Course code
- PIVP26PD1JI1
- Name
- Professional Development 1 and Junior Internship 1
- Study year
- 2026-2027
- ECTS credits
- 5
- Language
- English
- Coordinator
- M. van Ark
- Modes of delivery
-
- Individual supervision
- Practical / Training
- Self-study
- Work placement
- Assessments
-
- Portfolio assessment 1 - Portfolio assessment
- Portfolio assessment 2 - Portfolio assessment
Learning outcomes
Learning Outcomes
Professional Development
1BD-PH 1: The student, under the supervision of the AC, can write a reflection report.
1BD-PH 9. The student, under the supervision of the AC, can prepare a portfolio based on the criteria given by the programme.
1BD-PH-HMCZ-R1 The student can reflect on his/her conduct by 1) objectively observing his/her conduct; 2) describing his/her conduct; 3) clarifying his/her conduct; 4) explaining his/her conduct and 5) applying the insights acquired in such a way as to improve his/her professional skills.
1OD-Sam 7. The student is prepared and capable of making a positive contribution to group cooperation within the educational institution, so that the group process runs its course effectively and efficiently.
1OD-M 18.The student, as an entrepreneurial person, shows self-confidence by taking initiatives on his own in the context of his studies.
1OD-M 19. The student demonstrates his/her focus on performance as an enterprising individual by focusing on the development of his/her qualities in the context of his/her personal development.
1OD-M 21. The student demonstrates that he/she can think strategically as an enterprising individual by creating opportunities for him/herself.
1OD-Sam5. The student is willing and able to collaborate with fellow students, regardless of diversity, ethnic and cultural backgrounds, philosophical beliefs, and ideological convictions, both inside and outside the educational institution, in the context of learning concepts and skills.
Junior Internship
1CD-E/C. 47. The student is able – whether before, during or after finishing physiotherapy treatment – to explain the partial or full treatment in question to the patient using language that they are able to understand and in accordance with the rules of professional communication.
1CD-C. 2. The student, during the junior internship and in cooperation with one of his peers, can record the data from an anamnesis in a paper and/or in-house digital client file.
1CD-C. 7. The student, during the junior internship and in cooperation with one of his peers, can record the data from a physiotherapeutic consultation in a paper and/or digital client file, in accordance with current regulations and legislation.
1CD-C. 10. The student, during the junior internship and in cooperation with one of his peers, can verbally inform a client about the results of a physiotherapeutic assessment, in lay terms and in compliance with the rules of professional communication.
1CD-FH. 15. Under supervision the student can take an anamnesis from a client during the junior internship.
1CD-FH. 309. The student, during the junior internship and in cooperation with one of his peers, can set up a physiotherapeutic assessment plan for a client with a simple physical problem.
1CD-FH. 310. The student, during the junior internship and in cooperation with one of his peers, can set up a physiotherapeutic assessment plan for a client with a complex physical problem.
1CD-FH. 313. The student, during the junior internship and in cooperation with one of his peers, can conduct a partial physiotherapeutic assessment for a client with a simple physical problem.
1CD-FH. 314. The student, during the junior internship and in cooperation with one of his peers, can conduct a partial physiotherapeutic assessment for a client with a complex physical problem.
1OD-Sam 12. The student, during the junior internship, is capable of recognising the client as an equal dialogue partner who runs his own life.
1OD-O 27. The student can plan activities around clients in cooperation with his peers during the junior internship.
1OD-O 28. The student can organise activities around clients in cooperation with his peers during the junior internship.
Professional Development
1BD-PH 1: The student, under the supervision of the AC, can write a reflection report.
1BD-PH 9. The student, under the supervision of the AC, can prepare a portfolio based on the criteria given by the programme.
1BD-PH-HMCZ-R1 The student can reflect on his/her conduct by 1) objectively observing his/her conduct; 2) describing his/her conduct; 3) clarifying his/her conduct; 4) explaining his/her conduct and 5) applying the insights acquired in such a way as to improve his/her professional skills.
1OD-Sam 7. The student is prepared and capable of making a positive contribution to group cooperation within the educational institution, so that the group process runs its course effectively and efficiently.
1OD-M 18.The student, as an entrepreneurial person, shows self-confidence by taking initiatives on his own in the context of his studies.
1OD-M 19. The student demonstrates his/her focus on performance as an enterprising individual by focusing on the development of his/her qualities in the context of his/her personal development.
1OD-M 21. The student demonstrates that he/she can think strategically as an enterprising individual by creating opportunities for him/herself.
1OD-Sam5. The student is willing and able to collaborate with fellow students, regardless of diversity, ethnic and cultural backgrounds, philosophical beliefs, and ideological convictions, both inside and outside the educational institution, in the context of learning concepts and skills.
Junior Internship
1CD-E/C. 47. The student is able – whether before, during or after finishing physiotherapy treatment – to explain the partial or full treatment in question to the patient using language that they are able to understand and in accordance with the rules of professional communication.
1CD-C. 2. The student, during the junior internship and in cooperation with one of his peers, can record the data from an anamnesis in a paper and/or in-house digital client file.
1CD-C. 7. The student, during the junior internship and in cooperation with one of his peers, can record the data from a physiotherapeutic consultation in a paper and/or digital client file, in accordance with current regulations and legislation.
1CD-C. 10. The student, during the junior internship and in cooperation with one of his peers, can verbally inform a client about the results of a physiotherapeutic assessment, in lay terms and in compliance with the rules of professional communication.
1CD-FH. 15. Under supervision the student can take an anamnesis from a client during the junior internship.
1CD-FH. 309. The student, during the junior internship and in cooperation with one of his peers, can set up a physiotherapeutic assessment plan for a client with a simple physical problem.
1CD-FH. 310. The student, during the junior internship and in cooperation with one of his peers, can set up a physiotherapeutic assessment plan for a client with a complex physical problem.
1CD-FH. 313. The student, during the junior internship and in cooperation with one of his peers, can conduct a partial physiotherapeutic assessment for a client with a simple physical problem.
1CD-FH. 314. The student, during the junior internship and in cooperation with one of his peers, can conduct a partial physiotherapeutic assessment for a client with a complex physical problem.
1OD-Sam 12. The student, during the junior internship, is capable of recognising the client as an equal dialogue partner who runs his own life.
1OD-O 27. The student can plan activities around clients in cooperation with his peers during the junior internship.
1OD-O 28. The student can organise activities around clients in cooperation with his peers during the junior internship.
Content
This course consists of Professional Development 1 and Junior Internship 1.
The student career trajectory is part of the physiotherapy studies; the student learns to establish a connection between his studies and the profession of physiotherapist. This requires a learning process in which he learns to organise and plan, take responsibility for the choices he makes, and give shape to the ensuing actions. In this way he learns to give a sense of direction to the physiotherapy studies. In our programme a student has primary responsibility for his studies and career.
A professional identity emerges through an interaction between the student, their education, and their immediate environment. It gives the student their own identity as a starting physiotherapist at the end of their studies. A professional identity is formed gradually through (work) experiences. Professional and personal development are closely related. Personal development influences, colors, and shapes professional development, and vice versa. This course mainly focuses on developing the competences of the 'Reflective Professional' of the Physiotherapist's professional profile.
In professional development 1 following themes will be addressed during the first year: getting acquainted with the education, the role of the reflective professional, and the profession of physiotherapist.
Junior Internship 1 has a group- and an individual component. Gaining practical experience through internships at an early stage is essential. Early exposure allows students to become familiar with the profession beyond the classroom, working with real patients, bridging the gap between theory, case studies and practice. By working directly with patients and observing experienced physiotherapists, students develop a clearer understanding of professional roles of a physiotherapist. During the internships, the student will not only interact with patients but also gain firsthand experience of working within a healthcare institution. This will enable them to develop an understanding of the overall functioning and organization of healthcare.
Portfolio Assessment 1 and 2 will include critical reflections on both Professional Development 1 and Junior Internship 1.
The student career trajectory is part of the physiotherapy studies; the student learns to establish a connection between his studies and the profession of physiotherapist. This requires a learning process in which he learns to organise and plan, take responsibility for the choices he makes, and give shape to the ensuing actions. In this way he learns to give a sense of direction to the physiotherapy studies. In our programme a student has primary responsibility for his studies and career.
A professional identity emerges through an interaction between the student, their education, and their immediate environment. It gives the student their own identity as a starting physiotherapist at the end of their studies. A professional identity is formed gradually through (work) experiences. Professional and personal development are closely related. Personal development influences, colors, and shapes professional development, and vice versa. This course mainly focuses on developing the competences of the 'Reflective Professional' of the Physiotherapist's professional profile.
In professional development 1 following themes will be addressed during the first year: getting acquainted with the education, the role of the reflective professional, and the profession of physiotherapist.
Junior Internship 1 has a group- and an individual component. Gaining practical experience through internships at an early stage is essential. Early exposure allows students to become familiar with the profession beyond the classroom, working with real patients, bridging the gap between theory, case studies and practice. By working directly with patients and observing experienced physiotherapists, students develop a clearer understanding of professional roles of a physiotherapist. During the internships, the student will not only interact with patients but also gain firsthand experience of working within a healthcare institution. This will enable them to develop an understanding of the overall functioning and organization of healthcare.
Portfolio Assessment 1 and 2 will include critical reflections on both Professional Development 1 and Junior Internship 1.
Included in programme(s)
School(s)
- Health, Care & Vitality