Physiotherapy Across the Lifespan (11539.2)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | On-Campus |
Bruce, Canberra |
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Health |
| Discipline | Study level | HECS Bands |
| Discipline Of Physiotherapy | Level 3 - Undergraduate Advanced Unit | Band 2 2021 (Commenced After 1 Jan 2021) Band 3 2021 (Commenced Before 1 Jan 2021) |
This unit may be co-taught with the postgraduate version of the unit 11551 Physiotherapy Across the Lifespan PG.
Learning outcomes
After successful completion of this unit, students will be able to:1. Understand the typical developmental changes (and variations) that occur from infancy, through to adulthood and older age, in the neurological, musculoskeletal and cardiopulmonary systems;
2. Effectively plan, assess and evaluate children and adults children and adults with dysfunction of neurological, musculoskeletal and cardiopulmonary systems;
3. Devise, apply and adapt age-appropriate physiotherapy interventions specific to an individual's needs at all stages of life using appropriate outcome measures;
4. Assess, evaluate and discriminate between the complex causes of disability across the lifespan;
5. Initiate, apply and appraise skills in reflective practice, giving and receiving feedback and professionalism to enable readiness for clinical physiotherapy practice; and
6. Select, apply and adapt manual handling and first aid strategies for a range of clinical settings.
Graduate attributes
1. UC graduates are professional - communicate effectively1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
1. UC graduates are professional - take pride in their professional and personal integrity
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
Skills development
On 1 May 2015, the Physiotherapy Board of Australia and the Physiotherapy Board of New Zealand released the bi national Physiotherapy Practice Thresholds (2015). The new Practice Thresholds replace the Australian Standards for Physiotherapy (2006). The Physiotherapy Practice Thresholds set the requirements for all New Zealand and Australian Physiotherapy graduates.
Overview of roles and key competencies
| . | Key competencies Registered physiotherapists in Australia and Aotearoa New Zealand are able to: |
| 1. Physiotherapy practitioner | 1.1 plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment 1.2 involve the client and relevant others in the planning and implementation of safe and effective physiotherapy using evidence-based practice to inform decision-making 1.3 review the continuation of physiotherapy and facilitate the client’s optimal participation in their everyday life 1.4 advocate for clients and their rights to health care |
| 2. Professional and ethical practitioner | 2.1 comply with legal, professional, ethical and other relevant standards, codes and guidelines 2.2 make and act on informed and appropriate decisions about acceptable professional and ethical behaviours 2.3 recognise the need for, and implement, appropriate strategies to manage their physical and mental health and resilience |
| 3. Communicator | 3.1 use clear, accurate, sensitive and effective communication to support the development of trust and rapport in professional relationships with the client and relevant others 3.2 record and effectively communicate physiotherapy assessment findings, outcomes and decisions 3.3 deal effectively with actual and potential conflict in a proactive and constructive manner |
| 4. Reflective practitioner and self-directed learner | 4.1 assess their practice against relevant professional benchmarks and take action to continually improve their practice 4.2 evaluate their learning needs, engage in relevant continuing professional development and recognise when to seek professional support, including peer review 4.3 efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 4.4 proactively apply principles of quality improvement and risk management to practice 4.5 recognise situations that are outside their scope of expertise or competence and take appropriate and timely action |
| 5. Collaborative practitioner | 5.1 engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice 5.2 engage in safe, effective and collaborative interprofessional practice |
| 6. Educator | 6.1 use education to empower themselves and others 6.2 seek opportunities to lead the education of others, including physiotherapy students, as appropriate, within the physiotherapy setting |
| 7. Manager/leader | 7.1 organise and prioritise their workload and resources to provide safe, effective and efficient physiotherapy autonomously and, where relevant, as a team member 7.2 lead others effectively and efficiently within relevant professional, ethical and legal frameworks |
Prerequisites
8979 Cardiothoracic Interventions 2 AND8982 Neurological Interventions 1 AND
8986 Musculoskeletal Interventions 2
Corequisites
Enrolment in 202JA Bachelor of Physiotherapy AND8983 Neurological Interventions 2
Incompatible units
11551 Physiotherapy Across the Lifespan PGEquivalent units
None.Assumed knowledge
Prior knowledge of relevant musculoskeletal, cardiorespiratory and neurological physiotherapy units as per the prerequisite units listed.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2024 | Bruce, Canberra | Semester 2 | 29 July 2024 | On-Campus | Dr Angie Fearon |
Required texts
There is no compulsory reading required other than material presented in lectures and tutorials.
Highly recommended reading Paediatrics
- Novak I, Mcintyre S, Morgan C, et al. A systematic review of interventions for children with cerebral palsy: state of the evidence. Developmental Medicine & Child Neurology. 2013;55(10):885-910. doi:10.1111/dmcn.12246
- Spittle AJ, Doyle LW, Boyd RN. A systematic review of the clinimetric properties of neuromotor assessments for preterm infants during the first year of life. Developmental Medicine & Child Neurology. 2008;50(4):254-266. doi:10.1111/j.1469-8749.2008.02025.x
3. Rand S, Hill L, Prasad, SA. Physiotherapy in cystic fibrosis: optimising techniques to improve outcomes. Paediatric Respiratory Reviews, 2012, Vol. 14 (4), p263-269.
- Mackean, GL, Thurston, W, Scott, C. Bridging the divide between families and health Professionals' perspective on Family -centred care. Blackwell Publishing Ltd. 2005 Health Expectations, 8, pp.74-85
Other recommended Paediatrics
- Pierrat et al. Neurodevelopmental outcome at 2 years for preterm children born at 22 to 34 weeks' gestation in France in 2011: EPIPAGE-2 cohort study. BMJ, 2017; Vol.358, p.j3448
- Wearing SC, Hennig, EM, Byrne NM, Steele JR, Hills, AP. The impact of childhood obesity on musculoskeletal form. The International Association for the Study of Obesity. Obesity Reviews, 2006; 7, 209-218.
- Fitzgerald DA, Follett J, Van Asperen PP. Assessing and managing lung disease and sleep disordered breathing in children with cerebral palsy.(Report). Paediatric Respiratory Reviews. 2009;10(1):18-.
- Blank R, Smits¿Engelsman B, Polatajko H, Wilson P. European Academy for Childhood Disability (EACD): Recommendations on the definition, diagnosis and intervention of developmental coordination disorder (long version)*. Developmental Medicine & Child Neurology. 2012;54(1):54-93. doi:10.1111/j.1469-8749.2011.04171.x
- Pate, JW, Hush, JM, Hancock, M, Moseley, L, Butler, DS, Simons, LE, Pacey, V. A Child's Concept of pain: An International Survey of Pediatric Pain Experts. Pate, J et al. Multidisciplinary Digital Publishing Institute MDPI, 2018.
6. Campbell SK, Palisano RJ, Orlin MN, Physical Therapy for Children, 2017, 5th Edition Saunders, Philadelphia. Please note that this is a new edition of this textbook and is only available for 3-day loan from the library. Copies of the 4th edition are available in the library. (RJ53. P5.P59 2017)
OR
7.Tecklin, J. Pediatric Physical Therapy 2015 Philadelphia Lippincott Willims & Wilkins Call no. RJ53.P5.P43 2015
Highly recommended for Ageing
Guccione, A.A. (2012). Geriatric Physical Therapy (3rd ed) St Louis. Mosby. Previous edition: Call number: RC953.8.P58.G47 2000
Morris, M., & Schoo, A., (2004). Optimizing Exercises and Physical Activity in the Older Person. Butterworth and Heinemann. Call number: GV447.O68 2004
Gray L. (2001) Geriatric medicine a pocketbook for doctors, nurses and other health professionals and students. (2nd ed) Ausmed Publications. Call number: RC952.G72 2000
Ropper, A. & Burrell, B.D. (2014). Reaching down the rabbit hole. Extraordinary journeys into the human brain. Atlantic Books. E-book online
These books are on short-term loan at the library or e-books.
Don't forget to look at the readings in Canvas.
Submission of assessment items
Extensions & Late submissions
Submission of the video assignment must be in a format that can be opened by the teaching team. It is required that you upload to a private YouTube channel and provide a link OR upload an MP4 file onto Canvas. Please do not use other file formats.
Special assessment requirements
There are no hurdle assessments in this unit.
Academic integrity
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Moderation of assessment items.
The Discipline of Physiotherapy adheres to the Faculty of Health Moderation Policy and all assignments and exams are moderated in accordance with that policy. Students may request a copy of the Physiotherapy moderation procedure.
Learner engagement
Across the Lifespan has a work-integrated learning component embedded into the unit: interview, assessment, intervention and observation. Therefore, additional student responsibilities are required in addition to those described in section 6.
Participation requirements
This Unit contains participatory elements which are vital to the Australian Physiotherapy Council professional learning outcomes for this Unit. Students are expected to watch the lectures and attend the tutorials.
Required IT skills
The use of online learning, library searching skills and word processing skills are necessary for this unit. Students are expected to submit typed (printed) assignments including the use of a reference manager such as EndNote (available from the library).
This unit may involve online meetings in real-time using the Virtual Room in your UCLearn teaching site. The Virtual Room allows you to communicate in real-time with your lecturer and other students. To participate verbally, rather than just typing, you will need a microphone. For best audio quality we recommend a microphone and speaker headset. For more information and to test your computer, go to the Virtual Room in your UCLearn site and 'Join Course Room'. This will trigger a tutorial to help familiarise you with the functionality of the virtual room. Further instructions are available under Student Resources on the Canvas site.
Lectures: All lectures are pre-recorded lectures available on Canvas prior to the scheduled date. Please refer to the activity schedule for details.
Tutorials will be face to face, student attendance is expected. Should a "lock-down" occur, tutorials may be moved online. Please be prepared.
Students will be required to film and edit a video. Most phones provide adequate video quality and no specialty equipment is needed. We will be assessing your content, not the quality of your editing skills.
Work placement, internships or practicums
Privacy and confidentiality
As students may be taking the history and examining adults, students must be aware of and maintain privacy and confidentiality. In order to support learning while protecting the confidentiality of information, a privacy procedure has been developed. Please access this at the WIL Canvas site.
Additional information
Mandatory notification and physiotherapy student registration
Mandatory notification and physiotherapy student registration Mandatory Notifications to the Physiotherapy Board of Australia Pursuant to the Health Practitioner Regulation National Law Act 2009, physiotherapy practitioners (registered physiotherapists) and education providers have an obligation to report ‘notifiable conduct', to the Physiotherapy Board of Australia in order to prevent the public being placed at risk of harm.
Education providers are also required, under s.143 of the National Law, to make mandatory notifications in relation to students, if the provider reasonably believes:
- a student enrolled with the provider has an impairment that, in the course of the student undertaking clinical training, may place the public at substantial risk of harm
- a student for whom the provider has arranged clinical training has an impairment that, in the course of the student undertaking the clinical training, may place the public at substantial risk of harm.
Practitioners are required to make a mandatory notification in relation to a student if the practitioner reasonably believes that a student has an impairment that, in the course of the student undertaking clinical training, may place the public at substantial risk of harm.
All concerns raised within the Discipline of Physiotherapy or by clinical supervisors or preceptors will be reviewed by the Head of Discipline and the Course Convener before any reporting action is taken.
These professional obligations are taken seriously by staff and the University.
Students should be aware of their obligations under student registration. For further information, please refer to the following websites:
1. Australian Health Practitioner Regulation Authority
2. Physiotherapy Board of Australia, Occupational Health and Safety
Occupational Health and Safety
The following applies to all tutorial classes and practicums:
COVID-19
Students must be aware of and abide by, the University of Canberra COVID-19 plan, specifically the plan related to the Faculty of Health.
Pre-existing conditions
Students are advised that the same warnings given to patients apply to students undertaking this course e.g. where a pre-existing condition(s) may be affected by any activity in the unit, the student is responsible to advise the unit co-ordinator or relevant teaching staff.
Manual handling
Physiotherapy work requires manual handling. You will be taught the correct way to perform manual handling and should use the principles at all times to prevent injury to yourself or your client. If you have any injury that may affect your capacity to perform manual handling skills you are required to notify the unit convener at the commencement of the semester. If you obtain a new injury during the course of the semester that may affect your capacity to perform manual handling skills you are required to notify the unit convener prior to the next practical class. In the event of an injury being sustained during the practice of skills in class you are required to notify the unit convener within 24 hours of the event and complete a UC incident form.
Respect and consent
Students will be required to play the part of a patient and a therapist during practical classes. This may involve partially disrobing as appropriate. All professional courtesy and respect is to be provided. This includes consent, draping, and safety.
The student who is role-playing the patient should be given the full respect and courtesy that a patient would. This includes giving warnings, obtaining informed consent before a manual technique is performed, covering body areas that do not need to be exposed for the practice of the technique, and not making any inappropriate verbal comments.
As a ‘patient', you will be expected to partially disrobe to allow the ‘therapist' to see relevant body regions. Please ensure you are wearing appropriate clothing for the level of dress required during practical classes. Appropriate clothing reinforces a professional environment that fosters mutual respect, confidence and learning.
Recording devices
Mobile phones must be switched to silent mode prior to the commencement of class. No cameras or videos are to be used in practical classes without the specific permission of other students and the unit convener. Any person taking a picture of another student without permission will be requested to leave the class and the images will be confiscated and deleted. They will also be brought to the Head of Discipline.
Counselling
In the course of studying physiotherapy students may be exposed to clinical cases and situations that may be stressful. At UC a free Counselling Service is available for all students. All sessions are confidential. The UC Counselling Service is located in the UC Health and Counselling Centre on Level B in Building 1. For more information please go to http://www.canberra.edu.au/health-counselling
