Unit rationale, description and aim
This unit enables students to develop an integrated problem-solving approach to assessing and understanding individuals’ problems and an ability to apply treatment skills and specific techniques in the clinical setting. Students will be required to manage individuals in specific and a variety of settings in order to be exposed to a range of caseloads, model/s of intervention and service delivery. Students will be prepared to perform clinical practice at a new graduate level according to the Physiotherapy practice thresholds in Australia and Aotearoa New Zealand.
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.
Demonstrate integration of knowledge, theoretical ...
Learning Outcome 01
Apply critical thinking in developing new understa...
Learning Outcome 02
Demonstrate effective communication and collaborat...
Learning Outcome 03
Autonomously and continuously evaluate their own p...
Learning Outcome 04
Demonstrate professional and ethical behaviours in...
Learning Outcome 05
Relate a range of socially-determined health issue...
Learning Outcome 06
Reflect critically on personal and professional be...
Learning Outcome 07
Content
Students’ clinical experience will involve working in a variety of settings (inpatient, outpatient and community), with different funding and service models (public, private), locations (metropolitan, regional, rural, international), and serving a variety of populations, people from different socio-economic status including Indigenous and vulnerable people from marginalized groups.
Students will undertake three compulsory clinical placements: Musculoskeletal Outpatients; Neurology; Cardiorespiratory.
Students will undertake three other clinical placements (subject to availability). Examples of other placements offered include but are not limited to: Paediatrics, Gerontology, Women’s Health, Occupational Health, Musculoskeletal Inpatients, Burns and Plastics, Rheumatology, Intensive Care Unit, Psychiatry, Hand Clinic, Disability Services, Spinal Unit or Community Physiotherapy. Successful completion of a specific compulsory clinical placement may be a pre-requisite for some of these placements.
Assessment strategy and rationale
Student performance on clinical placement will be assessed using the Assessment of Physiotherapy Practice (APP) tool. This assessment tool is used by all Schools of Physiotherapy in Australia and New Zealand and addresses the requirements of the Physiotherapy practice thresholds in Australia and Aotearoa New Zealand.
Students will complete a reflective journal regarding their community engagement experience/s in which they will reflect on their experience of the lives of others, and how this has shaped their beliefs and behaviour on a personal level.
Overview of assessments
Community engagement reflective journal (Only re...
Community engagement reflective journal
(Only required for one clinical unit when completing Community Engagement as part of the placement)
Hurdle
Evaluation of clinical performance (APP) Mid-pla...
Evaluation of clinical performance (APP)
Mid-placement
Formative
Evaluation of clinical performance (APP) End-pla...
Evaluation of clinical performance (APP)
End-placement
100 %
Learning and teaching strategy and rationale
Each clinical placement (unit) is 5 weeks in duration, during which students undertake supervised clinical practice including both direct (patient/client) and non-direct (administration) clinical care. In addition to supervised clinical practice students are expected to reflect on their clinical practice and, contribute to workplace activities as required. Other learning and teaching strategies may include directed independent and simulation learning activities.
Students will also develop reflective skills through considering their personal growth and development from community engagement experience/s.
At the completion of year 4 clinical placements students will have accrued clinical hours to meet the requirements of the Australian Physiotherapy Council for registration.
Representative texts and references
Students should refer to the prescribed texts for the relevant academic units undertaken for this course and to the facility’s descriptor for any required readings.
Community Engagement:
Arbuckle, C.A. (2007). A preferential option for the poor: Application to Catholic health and aged care ministries in Australia. Deacon, ACT: Catholic Health Australia.
Balloch, S., & Hill, M. (Eds.). (2007). Care, community and citizenship: Research and practice in a changing policy context. Bristol, UK: Policy.
Egan, L., Butcher, J., & Ralph, K. (2008). Hope as a basis for understanding the benefits and possibilities of community engagement. Strathfield, NSW: The Institute for Advancing Community Engagement, Australian Catholic University. Retrieved February 19, 2009, from https://www.researchgate.net/publication/225176162_Transformational_Partnerships_A_New_Agenda_for_Higher_Education
Howard A, Rawsthorne, M (2019) Everyday community practice: principles and practice. Allen and Unwin, Sydney.
MacLaren, D. (2008). Towards a more just world: The social mission of the church and new Catholic approaches. Alexandria, NSW: Australian Catholic Social Justice Council.
McArdle, P., & Tuohy, A. (2007). On being pastoral. Deakin, ACT: Catholic Health Australia Inc.
Prilleltensky, I., & Prilleltensky, O. (2006). Promoting wellbeing: Linking personal, organization, and community change. Hoboken, NJ: John Wiley.
Serr, K. (Ed.) (2006). Thinking about poverty (3rd ed.). Annandale, NSW: Federation Press.