1.1 Determine the chronological development of reflexology from early evidence AD to contemporary practice.

Evidence Based Practice for Reflexology

Unit Reference Number


Unit Title

Evidence Based Practice for Reflexology

Unit Level


Number of Credits


Guided Learning Hours (GLH)


Total Qualification Time (TQT)


Mandatory / Optional


Sector Subject Area (SSA)

1.2 Nursing and Subjects and Vocations Allied to Medicine

Unit Grading Structure


Unit Aims

To gain knowledge and understanding of the historical influences and governance on reflexology to current day. To recognise and evaluate current research assessment methodologies and the theories and tenets that underpin Applied and Clinical reflexology practice.

Learning Outcomes, Assessment Criteria, and Indicative Contents

Learning Outcomes – the learner will:

Assessment Criteria – the learner can:

Indicative contents

1. Understand historical perspectives and their influence on modern day reflexology

1.1 Determine the chronological development of reflexology from early evidence AD to contemporary practice.

1.2 Summarise the major changes that have occurred over time.

1.3 Consider future trends in reflexology

Influences: Major names through the decades e.g. Eunice Ingham; Hanne Marquardt through to modern day e.g. Lynne Booth; Suzanne Enzer; Chris Stormer; Dorthe and Peter Lund Frandsen.

2. Understand the theories and tenets that underpin reflexology practice

2.1 Describe the theories and tenets relevant to reflexology.

2.2 Compare and contrast the theories and tenets of reflexology and its application to practice.

Models:  Gate control theory of Pain; Fascial system; Neurotransmitters; Zones; Proprioception; macro to micro reflection; Placebo and Nocebo effect; therapeutic touch; the pain effect; lymphatic drainage; ANS effect.

3. Understand evidence-based practice in reflexology

3.1 Explain the concept of evidence-based practice.

3.2 Analyse how evidence-based practice is applied to clinical reflexology.

3.3 Evaluate own evidence-based practice.


Objective, balanced, responsible use of current research and best available data to guide policy and practice and decision making.

Monitor health and wellbeing assessment methodologies e.g., MYCAW

Reflective practice and EBP enquiry steps.


To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the standards specified by all assessment criteria.

Learning Outcomes to be met

Assessment criteria to be covered

Type of assessment

Word count

All 1 to 3

All AC’s under LO 1 to 3



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