School's Strategy

Our Vision
Leadership in the creation and development of knowledge, and in the preparation of human resources aspiring for excellence regionally and internationally
Our mission
To excel in the preoaration and training of model rehabilitation personnel, who participate in the health and community sector, and provide the local and regional community with appropriate rehabilitation services based on needs. Through educational curricula that facilitate the implementation of up to date rehabilitation services based on the best available evidence.
Our goals
The Goals of the Faculty of Rehabilitation Sciences are 1) To become a center for research and academic excellence in the field, the forerunner of professional advancement and the model in providing effective community health care services particularly in all fields of rehabilitation sciences in Jordan and the Middle East. 2) To provide the graduate rehabilitation professionals who are fully competent in utilizing selected knowledge and skills in planning, organizing, directing and implementing programs for the care of individuals whose ability to function is impaired or threatened by disease or injury in different settings The Objectives of the Faculty of Rehabilitation Sciences are 1. To maintain a faculty of members and clinicians who are committed to the education of rehabilitation science fields, utilizing contemporary methods and evidence-based practice at the core of the program. 2. To provide a contemporary curriculum, learning and scholarly environment to facilitate the attainment of the knowledge and skills needed for graduation, to understand and engage in evidence-based practice and as appropriate, participate in clinical research. 3. To provide clinical education experiences which provide the student with the appropriate environment for attainment of competence in the day-to-day physical therapy practice. 4. To maintain accreditation by national and international agencies for the programs offered in the faculty. 5. To graduate individuals who will effectively, efficiently, and independently examine, evaluate, determine diagnosis and prognosis, implement a plan of care, and direct therapy interventions for patients/clients with rehabilitation needs. 6. To graduate individuals who will expressively and receptively communicate effectively with all individuals when engaged in clinical practice, research, and education. The interactions can include patients, clients, families, care givers, practitioners, consumers, researchers, payers, and policy makers. 7. To graduate individuals who will demonstrate effective clinical decision-making skills including clinical reasoning, clinical judgment, and reflective practice incorporating the principles of evidence based practice. 8. To graduate individuals who will engage in life-long learning and as feasible, engage in collaborative research and the dissemination of new knowledge.
intended learning outcomes for Speach and hearing department
The aims of the BSc (Honors) Hearing and speech Sciences program are: 1. To provide students with the necessary knowledge and competencies for the practice in hearing and speech intervention. 2. To enhance students’ personal skills and professional development when dealing with patients and their caregivers. 3. To provide students with the values of ethical clinical practice. 4. To equip students with knowledge and skills required to contribute to the development of the profession by undertaking and incorporating research in clinical practice. 5. To develop a competitive program in the field of rehabilitation of hearing and communication disorders that meets the demands of the field in the market. 6. To support the local community through the employment of the professionals in the department and the hearing and speech clinic. Program intended learning outcomes: Upon completing the program, students are expected to acquire the following set of skills as described below: Knowledge and understanding 1. To demonstrate knowledge of the basic human communication processes, as well as the nature of speech, language, and hearing, including: biologic basis; acoustical basis; development bases, anatomy and physiology: and psychoacoustic bases. 2. To demonstrate basic knowledge of communication disorders. 3. To identify the differences between disorders including both communication disorders and swallowing disorders. 4. To identify and apply the basic principles and methods of prevention, assessment and intervention for individuals with communication and swallowing disorders. 5. To demonstrate knowledge of the basic clinical skills in working with individuals with communication and swallowing disorders. Practical skills (under supervision): 1. To gather appropriate information that is related to the patient’s condition. 2. To compare, select and use appropriate assessment techniques. 3. To analyseand critically evaluate the information and samples collected. 4. To formulate specific and appropriate intervention plans. 5. To conduct appropriate diagnostic monitoring procedures, therapy or other actions safely and skillfully. 6. To write reports and required information related to the patient appropriately. 7. To monitor and review the ongoing effectiveness of planned activity and modify it accordingly. 8. To apply principles of evidence base practice in the assessment and intervention processes. Intellectual skills 1. To be able to identify ongoing effectiveness of planned activity and modify it accordingly. 2. To analyze the criteria of each assessment and intervention approach and accordingly choose the best technique for each individual case. 3. To justify clinical practice using clinical reasoning skills. 4. To solve clinical problems using critical thinking skills. Transferable skills 1. To employ time management skills in dealing with case loads and in delivering intervention for individual cases. 2. To work, where appropriate, in partnership with other professionals, support staff, and service users. 3. To demonstrate emotional resilience and balance to manage scenarios that might be faced in a work settings. 4. To support equality and value diversity.
intended learning outcomes Physiotherapy department
The aim of the BSc (Honors) Physical Therapy program is: 1. To provide the students with the skills necessary to practice autonomously with competence, integrity, and compassion in a variety of settings across the life span. 2. To foster evidence-based healthcare practice in service and teaching. 3. To prepare graduates as practitioners who promote health and wellness, and provide proper interventions for those in need for the physiotherapy services. 4. To prepare graduates to function in a highly professional, ethical, legal, and culturally-competent manner and demonstrate commitment to society and the profession. 5. To promote and support faculty scholarly and research activities, and facilitate faculty educational and professional development. 6. To offer a program that is a national leader, training physiotherapists for evidence-based and collaborative clinical practice. Program intended learning outcomes: Knowledge and understanding On successful completion of this program a student should demonstrate understanding of and knowledge in: 1. The scope of physiotherapy practice 2. Theoretical models underpinning the practice of physiotherapy 3. Basic sciences that form the ground for sound physiotherapy practice 4. Basic principles of research and biostatistics 5. Ethical and moral frameworks that govern the practice of physiotherapy Cognitive skills On successful completion of this program the student should be able to: 1. Critically analyse theoretical models underpinning the practice of physiotherapy and apply them to clinical cases 2. Evaluate research findings to be able to apply them in practice 3. Self-reflect and evaluate performance to modify skills based on strengths and weaknesses 4. Demonstrate decision-making skills based on sound knowledge Practical skills On successful completion of this program the student should be able to: 1. Plan and implement evidence-based physiotherapy interventions 2. Evaluate physiotherapy intervention plans and modify them accordingly 3. Apply and evaluate the outcomes of physiotherapy assessment tools 4. Promote healthy life style and prevent disease and disability 5. Apply effective management skills as appropriate to their practice Transferable skills On successful completion of this program the student should be able to: 1. Exercise autonomy and self-responsibility for one’s practice and development 2. Establish own values and develop self-awareness based on non-judgemental and anti-discriminatory attitude 3. Communicate effectively with other health professionals, patients and family members 4. Develop successful negotiation skills that allow effective communication with other professionals, patients and family members 5. Work effectively as part of a team 6. Develop leadership skills essential for future career planning and development 7. Demonstrate clinical reasoning skills 8. Contribute to the development of the physiotherapy profession
intended learning outcomes occupational therapy department
The aim of the BSc (Honors) Occupational Therapy program is: To produce competent occupational therapy graduates with the necessary knowledge and skills to work in a variety of settings to meet the demands of the workforce and to provide internationally and regionally recognized high quality of occupational therapy educational and clinical services. The BSc Occupational Therapy program is an internationally recognized and accredited by the World Federation of Occupational Therapists (WFOT) that aims specifically to: 1. Provide students with the strong scientific theoretical knowledge 2. Equip the student with the practical and clinical skills to in a variety of occupational therapy practice scenarios and settings. 3. Develop the students’ appreciation of evidence based practice within the occupational therapy arena, so that they are able to critically reflect upon, evaluate and make decisions within practice 4. Promote the students’ capacity for and commitment to lifelong learning and maximize opportunities for continuing professional development. 5. Provide students with confidence in their professional identity to be able to transfer the core values and skills of occupational therapy to clients, policy makers and the community. Program intended learning outcomes: Upon completing the program, students are expected to: Knowledge and understanding skills 1. Acquire knowledge in occupational therapy philosophy, theories, models, approaches, and framework of practice and how these may be used throughout the occupational therapy process 2. Understand the therapeutic use of occupation for individuals of different age groups and communities, within contemporary and future settings such as hospitals, schools, and homes etc, and with different diagnoses (such as paediatrics, neurological, physical, and psychiatry) 3. Respect the rights, culture, dignity and individuality of clients and their families and realize the importance of client-centered practice with people from diverse backgrounds 4. Provide students with characteristics of good communication, and leadership including the ability to adapt communication to different situations and to work effectively in a range of situations. 5. Understand current legal and ethical issues and standards that govern the practice of occupational therapy Intellectual skills 1. Develop problem solving strategies, integrating learning and theory for informed practice and clinical reasoning. 2. Understand occupational therapy in the context of social policy and organizational strategies. 3. Demonstrate critical reflection on and evaluation of clinical applications and a critique of own performance. 4. Apply critical appraisal to practical scenarios, synthesize knowledge through evaluation 5. Obtain the skill of independent learning, critical analysis, academic conventions and argument. 6. Advocate as a professional for the occupational therapy services offered and for the recipients of those services. 7. Demonstrate an appreciation for team work perspectives and collaboration to develop the client’s health and wellbeing. Practical skills 1. Assess and evaluate individual and environmental barriers to occupational performance, using a variety of formal, informal, standardised and non-standardised assessment tools and methods 2. Develop treatment plans collaboratively with clients, demonstrating application of best evidence, effective use of resources and client-centered practice. 3. Implement, Identify and critically evaluate interventions. 4. Identify development needs in relation to safe and effective practice. 5. Document, evaluation results and progress using a variety of methods (including accurate evaluation forms/progress notes/discharge records), demonstrating the ability to adapt communication styles to meet different needs of practice 6. Demonstrate safe practice, including maintaining ones’ safety all times, using appropriate moving and handling procedures, following relevant health, safety and security guidelines. Transferable skills 1. Demonstrate an understanding of the translation of theoretical knowledge and research to clinical practice. 2. Communicate effectively in formal and informal situations through a range of media, including oral presentation, reports, discussions, case study etc.. 3. Demonstrate proficiency in verbal and non-verbal communication skills that ensure professional interactions with individuals from diverse backgrounds and ages 4. Support equality and value diversity. 5. Demonstrate the professional behaviors such as respect, trust, confidentiality and dignity of clients expected by the profession. 6. Demonstrate computer literacy and skill in using appropriate communication technologies. 7. Develop an understanding of service management principles and the government, economic, social and political issues that affect clinical practice. 8. Resolve problems systematically, logically and creatively 9. Demonstrate effective time management skills
intended learning outcomes orthotics and prosthetics department
Intended Learning Outcomes for the Department of Orthotics and Prosthetics The aims of the BSc (Honors) Orthotics and Prosthetics program are: 1. To graduate skilled students who are eligible to practice -in a non-discriminatory manner- globally. 2. To enable students to become autonomous prosthetics/orthotics able to deliver a high standard of care based on sound theory and research. 3. To equip students with skills required for delivering practice within a rapidly growing health care sectors. 4. To graduate skilled students who are able to solve pragmatic and motivated to work both independently and as part of a team 5. To provide students with the knowledge and skills required for higher degree education in prosthetics and orthotics and/or related fields. 6. To provide students with knowledge and skills required for self-learning in order to contribute in the development of the profession. Program intended learning outcomes: Upon completing the program, students are expected to: Knowledge understanding: 1- Gain full knowledge about normal and pathological human gait pattern, kinematics, kinetics, the dynamics and muscular control of the lower limbs and back during the walking gait cycle. 2- Identify the disorders, diseases and injuries which affect the normal function of upper limbs that can be treated/managed by orthoses 3- Acquire, in depth, knowledge about types, components and the biomechanical principles related to lower/upper extremity prostheses/orthoses 4- Gain knowledge about different levels of lower and upper limb amputation and the procedure of the amputation and the related management. 5- Understand the biomechanical principle and the appropriate application of forces to the human body following prescription and supply of a prosthesis or orthosis in a manner which makes the application of such forces safe and effective in any case treatment. Intellectual thinking skills: 1- Recognize the methods and techniques employed in the treatment of different diseases, injuries, and deformities of the vertebral column, and have the skills to design and construct those orthoses that fix, correct, and support the human spine. 2- Recognize the pathologies leading to amputations, levels of amputation, and the prosthetic components used for each level, as well as the control systems employed and the skills required to fabricate upper limb prostheses. 3- Develop clinical skills required to produce prostheses or outhouses of professional standards. 4- To develop ability of assessing, prescribing and providing appropriate prostheses and orthoses. 5- Employ appropriate knowledge and skills in order to make professional clinical judgments. 6- Be acquainted with the etiology and path physiology of human disease and general genetic principles relevant to prosthetic of orthotic practice, and recognize when a disorder is not amenable to prosthetic or orthotic treatment. Practical skills: 1- Be able to fabricate lower limb prostheses for any level of amputation 2- Be able to design and manufacture lower and upper limb orthoses 3- Be able to clinically analyze and critically evaluate the information collected from each patient. 4- Be able to analyze normal and abnormal gait, locomotor function and movement using both quantitative and quantitative clinical means. 5- Evaluate any device on an ongoing basis as part of the review mechanism’ including the body-device interface, functional alignment, mechanical integrity, functional suitability, cosmists, clinical effectiveness, and the needs and expectations of patients. 6- Be able to complete and accurate clinical assessment. Professional attitude, Values and behavior: 1- Understand the psychology of loss and disability as affects and influence prosthetic and orthotic management, and to be able to apply such understanding to clinical decision making. 2- Develop graduate level expertise in the clinical environment of supplying prostheses and orthoses to patients undergoing treatment. 3- Recognize the need for effective communication with technical staff to ensure the appropriateness and quality of prostheses and orthoses.
Our Future Plan
The faculty has developed a strategic plan for the coming five years. The strategic plan has five domains: Teaching and learning, scientific research, community service, University environment, management and organization, and quality assurance and development.
Community Service
The faculty provides consultancy to a number of national institutions. It has also implemented a number of initiatives that targeted screening and management of a number of health conditions. Students and graduates of the faculty communicate with a group of nursing homes, and provide rehabilitation services. Also, the faculty hosts in its building activities of local associations, such as the Association of multiple sclerosis. Graduates, students and faculty members participated in a wide range of lectures, awareness campaigns that specializes in rehabilitation. The faculty endorses the world day of disability and run a number of activities on the day.
Research Activities
The faculty has a research committee that facilitates and monitor research activity across the faculty. The faculty hosts an annual scientific day that allows staff to communicate their research activities. Staff across the faculty collaborates with national and international researchers and communicate their research output in national and international conferences and through publishing in recognised scientific journals.
Intended learning outcomes for the School of Rehabilitation Sciences
The Intended Learning Outcomes of the School of Rehabilitation Sciences The intended learning outcomes of the School of Rehabilitation Sciences are based on the competencies profile of graduates. The School of Rehabilitation Sciences aims to produce graduates with the following competencies: 1.Skilled graduates who are eligible to practice as health professionals in Jordan. 2.Qualified for entry level examination to practice as health professionals internationally. 3.Equipped with knowledge and skills required for entry level higher degree education. 4.Equipped with skills required for delivering practice within a rapidly changing health care sectors. 5.Equipped with knowledge and skills required to contribute to the development of the profession. 6.Autonomous health professionals, able to deliver a high standard of care based on comprehensive theory and research. 7.Able to work collaboratively within a multidisciplinary team. Program Intended Learning Outcomes: Upon completing the program, students are expected to achieve the following intended learning outcomes: Knowledge and understanding: 1-Know and understand the key concepts and knowledge relevant to the profession specific practice. This includes: •Understand the structure and function of the human body, relevant to their practice. •Recognize the concepts of health, disease, disorder and dysfunction. •Recognize the role of other professions in health and social care. •Understand different approaches to assessment and intervention. •Recognize the value of research to the critical evaluation of practice. •Be aware of a range of research methodologies. 2-Understand and integrate the following aspects of basic sciences: •Normal human anatomy and physiology, especially the dynamic relationships of human structure and function. •Patterns of human growth and development across the lifespan. •Factors influencing individual variations in human ability and health status. •The principles and theories from physics, biomechanics, applied exercise science and ergonomics that can be applied to their specialty. •The sciences that are related to the understanding and analysis of movement and function. •The principles and application of scientific measurement. 3-Understand and integrate the following aspects of clinical science: •Pathological changes and related clinical features commonly encountered in clinical practice. •Physiological, structural, behavioral and functional changes that can result from rehabilitation intervention and disease progression. •The specific contribution that rehabilitation can potentially make to enhancing individuals’ functional ability using evidence base. •The different concepts, theories, and approaches that are related to the development of rehabilitation interventions 4-Understand and integrate the following aspects of behavioral science: •Psychosocial and cultural factors that influence an individual in health and illness, including their responses to the management of their health status and related treatment. •Cultural diversity and its role in changing perceptions on health, illness and health care in the context of rehabilitation. Intellectual Analytical and Cognitive Skill: •Analyze and apply the process of scientific enquiry, including the evaluation of treatment efficacy and the research process. •Justify the use of rehabilitation interventions using appropriate evidence. •Use clinical reasoning to initiate, continue, modify or terminate interventions or the use of techniques or procedures. •Record the decisions and reasoning appropriately. Practical Skills: •Establish and maintain a safe practice environment. •Be able to practice in a professional manner. •Apply different approaches to, assessment, intervention and evaluation. •Formulate goals in partnership with the service users and the rehabilitation team. •Construct specific individual and group rehabilitation programs. •Evaluate intervention plans using recognized outcome measures and revise the plans as necessary in conjunction with the service user and the rehabilitation team. •Create records thorough, sensitive and detailed assessment, using appropriate techniques and equipment. •Adapt various practice approaches to meet the needs of different individuals and groups. •Interact effectively with service users, caregivers, colleagues, managers and other health and social care professionals. •Identify the limits of their practice and when to seek advice or refer to another professional •Identify the need to refer, and be able to make appropriate referrals. •Apply research, reasoning and problem-solving skills to determine appropriate actions. •Synthesize the different levels of evidence to enhance the effectiveness of to inform their own practice Transferable Key Skills: •Recognize the structure and function of health, education and social care services in Jordan and current developments, and be able to respond appropriately. •Engage in evidence-based practice and evaluate practice systematically. •Demonstrate a logical and systematic approach to problem solving.

School of Rehabilitation Sciences
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