503519 - TRAINEESHIP 3RD YEAR

At the end of the third year:

➢ In the field of PREVENTION, the student demonstrates primary prevention of musculoskeletal issues for themselves during clinical activities (ergonomics of their actions) and for patients encountered (positioning, transfers, use of preventive devices). Additionally, they effectively prevent secondary complications (musculoskeletal, respiratory, cognitive) in patients within the facility. They consciously and actively adhere to safety and hygiene standards in all internship situations.

➢ In the field of CARE and REHABILITATION, the student demonstrates the ability to take charge of patients with major health issues, welcoming them, examining and evaluating them, contributing to the project, designing and implementing the related physiotherapy program. They achieve autonomy in choosing and implementing effective, evidence-based, efficient, and safe exercise (at least for the most commonly used therapeutic/rehabilitative approaches) that considers patient values/acceptability. They conduct ongoing and final evaluation processes using valid and reliable tools, including evaluations during individual sessions to select the best facilitations at that moment and adapt exercises as the patient changes during the session. The minimum level does not require automaticity in performing the process but correctness. In performing these processes, they demonstrate skills in problem identification and clarification (problem setting) and problem-solving, with a mindset of mental flexibility, readiness for change, and a holistic view of the patient.

➢ In the field of THERAPEUTIC EDUCATION, they effectively draft an educational plan and contribute to its implementation, conducting therapeutic education actions towards patients, family members, or caregivers, including group activities. They verify the project's progress and achievement of preset objectives (outcomes).

➢ In the field of TRAINING/SELF-TRAINING, they proactively contribute to defining their own training objectives (both in the training and internship settings) and their planning. When identifying theoretical gaps, they proactively seek missing information, selecting high-quality sources, aware that a graduate should not wait for others to provide necessary information. They request and accept feedback from tutors and others, proposing and making themselves available for further insights and adjustments to their actions. The student progressively self-directs their own path within the agreements made with coordinators and internship supervisors.

➢ In the field of EVIDENCE-BASED PRACTICE (EBP), they demonstrate researching and considering the best available evidence for clinical decision-making, beyond their own experience and theoretical rationale, considering patient values and organizational feasibility (Evidence-Based Health Care).

➢ In the field of PROFESSIONAL RESPONSIBILITY, they demonstrate adherence to ethical principles (code of ethics) in language and actions throughout different stages of their educational journey. They take responsibility for their actions and their outcomes, demonstrating reflection, self-critique, and actively remedying any errors. In complex situations, they balance their own needs with those of others and the organization. They show respect for others' experiences, competencies, and roles.

➢ In the field of MANAGEMENT/ORGANIZATION, they demonstrate the ability to organize their workday during the internship and more broadly the patient's activities, considering patient needs, internship guidance, and organizational requirements. Moreover, they show proactivity, problem-solving skills, adaptability to changes and feedback (considering others' needs), and the ability to reprogram for optimal results.

➢ In the field of COMMUNICATION/RELATIONSHIP, they demonstrate active listening towards encountered patients, guides/tutors, coordinators, peers, and other figures, adapting their verbal and non-verbal communication strategies according to the context. They receive others' opinions without bias and articulate their own views in a substantiated and polite manner. They effectively present topics to groups (e.g., during meetings with coordinators and peers) using communication tools and aids. In group work, they offer feedback and self-assess regarding the effectiveness of relationships and group work. They maintain a proactive communication attitude, adjusted to specific situations and their role, as integral to their professional action.