Year
2024Credit points
10Campus offering
Prerequisites
For Bachelor of Physiotherapy Students:
PHTY300 Cardiorespiratory Physiotherapy Practice 2 AND PHTY301 Musculoskeletal Physiotherapy Practice 3 AND PHTY302 Neurological Physiotherapy Practice 1 AND PHTY303 Neurological Physiotherapy Practice 2 AND PHTY304 Paediatric Physiotherapy Practice AND PHTY306 Integrated Physiotherapy Practice in Selected Populations AND HLSC220 Health Care Ethics AND (UNCC300 Justice and Change in a Global World OR PHCC320 The Just Society )
For Bachelor of Physiotherapy (Honours) Students:
(PHTY300 Cardiorespiratory Physiotherapy Practice 2 AND PHTY301 Musculoskeletal Physiotherapy Practice 3 AND PHTY302 Neurological Physiotherapy Practice 1 AND PHTY303 Neurological Physiotherapy Practice 2 AND PHTY304 Paediatric Physiotherapy Practice AND PHTY306 Integrated Physiotherapy Practice in Selected Populations ) AND (PHTY415 Preparation for Physiotherapy Honours AND PHTY416 - Research Methods for Physiotherapy Honours) OR (ALHT411 Honours Literature Review for Allied Health AND ALHT412 Honours Research Methods for Allied Health )
Teaching organisation
This unit involves 150 hours of learning. This unit is delivered in an intensive format on campus (2 weeks).
Unit rationale, description and aim
To successfully transition from on-campus learning to the clinical practice year students are required to integrate and apply all previously acquired physiotherapy knowledge and skills to comprehensively meet the clinical needs of people in all contexts. In this unit, students will investigate different models and contexts of health care and health related services from a local, national and international perspective and will further develop the professional behaviours and communication skills required across a range of clinical contexts. Students will use clinical reasoning skills to plan delivery and evaluation of evidence based, culturally sensitive, person-centred physiotherapy for individuals with complex health issues. Students will also develop professional report writing to document their clinical practice. Students will apply these skills as they transition into clinical placement to optimise outcomes for individuals with complex health issues in a variety of practice frameworks.
This unit aims to prepare students for physiotherapy clinical practice. Students will develop skills in professional documentation, report writing and delivering effective handovers. The unit also specifically addresses the Aboriginal and Torres Strait Islander Health Curriculum Framework (HCF, 2014) on cultural capability, in terms of strengths based knowledge and communication. Students will be able to draw on all the skills learnt in this unit as they transition into clinical placement to optimise outcomes for individuals with complex health issues in a variety of practice frameworks.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Identify and evaluate different models of health care provision in local, national and international contexts | GC1, GC2, GC5, GC9, GC11, GC12 |
| LO2 | Identify and evaluate the influence of environmental and social determinants of health when planning, delivering and optimising individualised physiotherapy | GC1, GC2, GC5, GC6, GC7, GC9 |
| LO3 | Plan, evaluate and document evidenced-based, culturally responsive, person-centred care for individuals with complex health care problems including transition to community based health services | GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12 |
| LO4 | Reflect critically on professional and personal behaviours and skills that underpin effective, culturally responsive, client-centred practice in the provision of health care | GC1, GC2, GC5, GC7, GC8, GC9, GC11, GC12 |
| LO5 | Formulate strategies for incorporating strengths-based communication approaches into health practice with Aboriginal and Torres Strait Islander clients |
Content
Topics will include:
Models of health care provision and the influence upon physiotherapy practice
- Aboriginal Community-Controlled health care services
- Australian healthcare system (including federal, state and territory)
- Physiotherapy in primary health care
- Physiotherapy in developing countries
- Community-based rehabilitation
Physiotherapy practice for people with complex health care issues. Students will explore complex health care issues relevant to contemporary physiotherapy practice through the use of case scenarios. Within these scenarios students will identify and discuss ethical, legal and professional issues relevant to physiotherapy practice. Examples include:
- Children and adolescents living with disabilities.
- Chronic pain management
- Domestic violence
- Frailty
- Aboriginal and Torres Strait Islander Peoples health
- Infectious diseases
- Mental Health
- Palliative care
- People with multiple co-morbidities
- Rural and remote practice
- Torture and trauma
Community resources for supporting individuals/groups of people with complex health issues:
· Ageing and community care
· Indigenous health services
· Transitional care services for adolescents and young adults with chronic disease and/or disability
- Digital health care including telehealth
Learning and teaching strategy and rationale
This unit involves 150 hours of learning through an intensive on campus delivery (2 weeks). For both delivery patterns learning and teaching strategies include a combination of face-to-face, online, simulation, and other directed independent learning activities. Students will transition from tutor-led to peer and finally self-directed learning. Peer learning is encouraged through seminar presentations of physiotherapy practice for people with complex health care issues during the intensive delivery period. Additionally, students will contribute to a shared online collection of resources encouraging self-directed learning.
Students will be expected to take responsibility for their learning and to participate actively within group activities, demonstrating respect for the individual as an independent learner.
Assessment strategy and rationale
The assessment tasks for this unit align with the presentation of the content and comprise a practical examination, a group seminar and a written letter of referral.
Assessment task 1, an individual submission of a letter of referral for a client, requires students to provide evidence of professional report writing to document clinical practice and provide succinct information to another health professional regarding the client’s current short and long term goals.
Assessment task 2 requires student to demonstrate clinical reasoning and effectively apply appropriate therapeutic techniques and training of planned rehabilitation for complex cases.
Assessment task 3, a group seminar presentation, requires students to develop an evidence-based individualised comprehensive physiotherapy management plan for a person with complex health care needs.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment 1 Letter of Referral for Client: Requires students to provide evidence of professional report writing to document clinical practice and provide succinct information to another health professional regarding the client’s current short and long term goals. | 30% | LO3, LO4 |
Assessment 2 Practical Examination: Requires student to demonstrate clinically reasoning and effectively apply appropriate therapeutic techniques and training of planned rehabilitation for complex cases. | 40% | LO2, LO3, LO4 |
Assessment 3 Group Seminar: Requires students to develop an evidence-based individualised comprehensive physiotherapy management plan for a person with complex health care needs. | 30% (25% Group Mark, 5 % Individual mark) | LO1, LO2, LO3 |
Representative texts and references
Australian Health Practitioner Regulation Agency (AHPRA) https://www.ahpra.gov.au/
Australian Digital Health Agency: https://www.digitalhealth.gov.au/
Burgess, Annette, van Diggele, Christie, Roberts, Chris, & Mellis, Craig. (2020). Teaching clinical handover with ISBAR. BMC Medical Education, 20(Suppl 2), 459–459. https://doi.org/10.1186/s12909-020-02285-0.
Rilind Shala, Nathalie Roussel, G. Lorimer Moseley, Thomas Osinski & Emilio J. Puentedura (2021) Can we just talk our patients out of pain? Should pain neuroscience education be our only tool?, Journal of Manual & Manipulative Therapy, 29:1, 1-3, DOI: 10.1080/10669817.2021.1873259
Strong, J., Unruh, A. M., Van Griensven, H., & Strong, Jenny. (2014). Pain: a textbook for health professionals (Second edition.). Churchill Livingstone Elsevier.
Taylor, K., & Guerin, P. (2019). Health care and Indigenous Australians: cultural safety in practice (3rd ed). Macmillan International Higher Education.
Willis, E., Reynolds, L., & Rudge, T. (Eds.). (2019). Understanding the Australian health care system (4th Ed.). Elsevier Health Sciences.