Physiotherapy Honours Thesis 2 (8993.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| Bruce, Canberra
|0.25||6||Faculty Of Health|
|Discipline||Study level||HECS Bands|
|Discipline Of Physiotherapy||Level 4 - Undergraduate Advanced Unit|| Band 2 2021 (Commenced After 1 Jan 2021)
Band 3 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn completion of this unit student, will be able to:
1. Independently analyse and interpret data derived from the research project;
2. Identify and critically review the implications and limitations of the research;
3. Synthesise the research findings and place them within the current context of the research field;
4. Communicate the results of the research project in a form appropriate to the profession; and
5. Execute data collection to a standard acceptable to the field of study.
Graduate attributes1. UC graduates are professional - communicate effectively
1. 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 - take pride in their professional and personal integrity
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
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - think globally about issues in their profession
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - evaluate and adopt new technology
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic 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
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
Prerequisites11761 Physiotherapy Honours Thesis 1
CorequisitesEnrolment in 202JA Bachelor of Physiotherapy.
Assumed knowledgeStatistics or data analysis.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2023||Bruce, Canberra||Semester 1||06 February 2023||On-Campus||Dr Angie Fearon|
|2024||Bruce, Canberra||Semester 1||05 February 2024||On-Campus||Dr Angie Fearon|
Recommended texts (Most are available through the library).
American Psychological Association. Publication manual of the American Psychological Association. 6th ed. Washington (DC): American Psychological Association; 2010.
Perrin R. Pocket Guide to APA Style. Australia: Wadworth Cengage Learning. 2007 (or later).
Jenkins S. The Researching Therapist. New York (NY): Churchill Livingstone; 1998.
Zinsser W. On Writing Well: The Classic Guide to Writing Nonfiction. 7th ed. New York (NY): HarperCollins; 2006.
Williams J. Style: lessons in clarity and grace. 11th ed. Boston (MA): Pearson; 2013.
Murray Rowena. How to write a thesis. Berkshire: Open University PressMcGraw Hill Education; 2006 (or later).
Petelin R. The professional writing guide: writing well and knowing why. Melbourne: Longman Professional; 1992.
McDonald JH. Handbook of biological statistics. Baltimore (MD): Sparky House Publishing; 2008.
Lindsay D. Scientific writing = thinking in words. Melbourne: CSIRO Publishing; 2011.
International Committee of Medical Journal Editors. Uniform requirements for manuscripts submitted to biomedical journals. ICMJE; 2015.
International Committee of Medical Journal Editors. Defining the Role of Authors and Contributors. ICMJE; 2016.
Raff J. How to read and understand a scientific paper: a guide for non-scientists. 2013.
Boers M. How to improve your graphs and tables. London: BMJ Group; 2015.
Greenhalgh T. How to read a paper. 4th ed. New York (NY): Wiley; 2010.
Greenhalgh T. How to read a paper. 5th ed. New York (NY): Wiley; 2014. (eBook)
Greenhalgh T. How to read a paper. collection of papers from BMJ 1997.
Submission of assessment items
Extensions & Late submissions
Remember to collect signatures for the i) Statement of authorship ii) statement of supervisor on thesis submission, and iii) statement of ethics approval, prior to submission.
Special assessment requirements
The research thesis is examined by two examiners, one of whom is likely to be external to the University. Supervisors do not mark the thesis. The guidelines describing exceptional, very good, and good performance in the thesis component can be found within the University of Canberra Honours Courses Procedures.
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.
The student is responsible for managing the workload related to the honours thesis, and planning their time around other university commitments and their supervisor's availability.
Regular meetings with supervisors.
Required IT skills
Students are expected to be familiar with the use of "track changes" and "comments" function within Microsoft Word and this will be the primary tool used to provide feedback on written assessment pieces. Please refer the videos below for details.
Depending on the individual project, a familiarity with specialised software may need to be developed. This may include, but is not limited to, SPSS, NVIVO, STATA, Excel, Powerpoint, GraphPad Prism, and RevMan.
All students should be using a citation manager such as Endnote. The library runs courses on this and can give you access to Endnote.
Work placement, internships or practicums