Outline

Overview

The unit will develop professional, clinical decision making and practical skills for the assessment, design and delivery of exercise and physical activity in complex cases with multimorbidity. Clinical scenarios will be used to further develop core principles of case management and evidence based practise in complex, multi-morbid disease. Students will be challenged to identify contraindications and safety precautions for exercise based on comprehensive client histories, screening and assessment. Students will further develop their skills in communicating with other stakeholders regarding current and past medical status or history, to determine when to refer onwards. By the end of the unit, students will demonstrate autonomy and expert judgement in the evaluation and assessment, and prescription of safe and effective evidence based exercise for clients with complex multiple chronic diseases.

Unit details and rules

Unit code	EXSS4021
Academic unit	Health Sciences
Credit points	6
Prohibitions ?	None
Prerequisites ?	EXSS4015 and EXSS4016 and EXSS4017
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Jennifer Fleeton, jennifer.fleeton@sydney.edu.au
Lecturer(s)	Jennifer Fleeton, jennifer.fleeton@sydney.edu.au
Lecturer(s)	Chloe Trevor, chloe.trevor@sydney.edu.au
Tutor(s)	Paul Watson, paul.watson@sydney.edu.au
Tutor(s)	Timothy English, tim.english@sydney.edu.au

Type	Description	Weight	Due	Length
Skills-based evaluation	Health Collaboration Challenge Interprofessional learning task	0%	Multiple weeks Due date: 30 Aug 2023 at 23:59	Refer to HCC Canvas site
Outcomes assessed:
Assignment	Case Study Report - Part A Written report based on a given case study	5%	Week 01 Due date: 25 Aug 2023 at 23:59	1 page
Outcomes assessed:
Assignment	Case Study Report - Part B Written report based on a given case study	10%	Week 03 Due date: 08 Sep 2023 at 23:59	1 page
Outcomes assessed:
Skills-based evaluation	Simulation Professional Practice Professional performance during simulation, briefing and debriefing	10%	Week 05	N/A
Outcomes assessed:
Skills-based evaluation	Practical Exam Practical assessment of competency and autonomy in core EP practice skills	40%	Week 07	60 minutes (2 stations, 30 minutes each)
Outcomes assessed:
Presentation	Case Conference Individual multidisciplinary case conference style presentation	35%	Week 09	20 minutes
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

All assessment tasks are compulsory and must be completed to be able to pass this unit of study. Detailed information for each assessment can be found on Canvas.

Health Collaboration Challenge: Students will work in interprofessional teams of 5-6 students to jointly manage a complex patient/client case by constructing a patient management plan and 7-minute video. Students will also review their team’s performance and peer-review the sumissions of other teams. Refer to the HCC Canvas site for specific details: https://canvas.sydney.edu.au/courses/51999

Case Study Reports (Part A & B): This assessment task is based on cases that students will work with as part of the simulation learning experience. Working in a group of 3-4 students, the group will submit a management plan and written communication to the referring health practitioner based on case information provided.

Simulation Professional Practice: Clinical educator assessment of clinical and professional performance during the simulation learning experience, briefing debriefing activities. Students will be assessed against elements of the communication and professionalism competency units in the Student Placement Assessment (SPA) tool used to assess student performance during clinical placement. Students must perform at or beyond the ‘Developing’ level on relevant competency units in response to the unfamiliar and complex scenarios of the simulation, and demonstrate professional behaviour throughout the simulation, briefing and debriefing activities.

Practical Exam: Four exam stations will be created for students to demonstrate clinical competency and autonomy in core skills of EP practice: (1) Assessment of aerobic capacity in a complex case; (2) Assessment of muscular strength in a complex case; (3) Assessment of functional capacity in a complex case; (4) Prescription of exercise in a complex case. Students will complete two stations; students will be randomly allocated to one of stations 1, 2 or 3, and all students will complete station 4.

Case Conference: Students will be allocated a complex case presentation and, integrating knowledge and skills developed throughout the degree, will be asked to synthesise the role of exercise physiology in evidence-based, patient-centred and value-based management of the given presentation and advocate for EP services with other members of the multidisciplinary health care team. Students will present to an audience of their peers (up to 5 fellow students and one assessor) playing the role of the multidisciplinary team including allied health professionals, case managers, specialists and/or general practitioners as relevant to the given case.

Assessment criteria

Result Name	Mark Range (%)	Description
High Distinction	85-100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by the marking rubrics for each assessment.
Distinction	75-84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by the marking rubrics for each assessment.
Credit	65-74	Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by the marking rubrics for each assessment.
Pass	50-64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by the marking rubrics for each assessment.
Fail	0-49	When you don’t meet the learning outcomes of the unit to a satisfactory standard, as defined by the marking rubrics for each assessment.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week -01	Communication, screening, history taking and motivational interviewing for complex presentations	Lecture (2 hr)
	Communication, screening, history taking and motivational interviewing for complex presentations case studies	Tutorial (2 hr)
	Participation in the Health Collaboration Challenge	Online class (8 hr)
Week -02	Scope of practice and role of the AEP	Lecture (2 hr)
	Clinical placement debriefing: debrief and share experiences from the recent clinical placement block, discuss key lessons learnt and preparation required for the upcoming final clinical placement.	Tutorial (1 hr)
	Scope of practice and role of the AEP case studies	Tutorial (2 hr)
Week 01	Assessment and monitoring in complex clients	Lecture (2 hr)
Week 01	Assessment and monitoring in complex clients case studies	Tutorial (2 hr)
Week 02	Safe and effective exercise prescription	Lecture (2 hr)
Week 02	Safe and effective exercise prescription case studies	Tutorial (2 hr)
Week 03	Responding to changes in clinical status	Lecture (2 hr)
Week 03	Responding to changes in clinical status case-based and practical role play scenarios	Tutorial (2 hr)
Week 04	Behaviour modification, barriers and goal setting; Negotiating and advocating for AEP services	Lecture (2 hr)
	Practical exam practice session: practical session to familiarise students to the format and expectations of the practical exam	Practical (1 hr)
	Simulation preparation workshop	Workshop (4 hr)
Week 05	Simulated Learning Experience: In small groups (3-4 students), students interact with simulated cases played by actors over two half-day sessions across the week, supported by clinical educators who are practicing AEPs.	Simulation laboratory (7 hr)
Week 07	Simulation debrief workshop	Workshop (1 hr)
Week 08	Viva presentation practice session: practical session to familiarise students to the format and expectations of the viva presentation assessment task	Practical (1 hr)

Attendance and class requirements

This unit is designed with a strong emphasis on tutorial and practical based learning in a collegial environment. It is expected that students attend and engage with the instructor and each other in all learning activities.

Attendance at the simulation preparation workshop, simulation education experience, and simulation debrief workshop contributes to professionalism elements assessed in the Simulation Professional Practice assessment item and is required to satisfy the requirements for this assessment task.

The clinical skills taught and practiced in tutorials and practical classes are assessed in the practical exam and viva presentation. Therefore, attendance at practical and tutorial classes is strongly advised. Attendance at lectures is not compulsory, however, is strongly advised as they lead directly onto the practical and tutorial classes.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library’s reading list system Leganto, available on Canvas

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Apply advanced and integrated knowledge of the scope of practice, core principles of case management, and professional conduct of the AEP in the context of complex cases with multiple chronic diseases
LO2. Apply advanced knowledge of pathological and pathophysiological bases for chronic diseases to identify contraindications for exercise and choose appropriate screening and assessment tools to risk stratify and assess clinical status before, during and after exercise in complex cases with multiple chronic diseases
LO3. Synthesise information from multiple sources to interpret assessment results and communicate these back to clients and other stakeholders
LO4. Design safe and effective evidence-based exercise plans that consider client treatment goals and relevant medical history in complex cases with multiple chronic disease
LO5. Identify and respond appropriately to changes in clinical status or functional capacity in complex cases with multiple chronic diseases
LO6. Assess barriers to exercise and formulate behavioural interventions to improve client exercise participation or compliance in complex cases with multiple chronic diseases

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Accredited Exercise Physiologist Professional Standards (2023) - 1.2.1. Practise with integrity within the scope of practice for an AEP, the ESSA Code of Professional Conduct and Ethical Practice, and jurisdictional Codes of Conduct. 1.2.2. Practise in accordance with ethically relevant legislation, regulations, and standards that apply to AEPs including privacy, confidentiality, data security, informed consent, and record-keeping. 1.2.3. Differentiate and select verbal and non-verbal communication strategies that are contextually appropriate, timely, accessible, and respectful to clients, population groups, and relevant others. 1.2.4. Develop effective, concise, respectful, and informative clinical documentation, including case notes and reports, and apply appropriate record keeping practices. 1.2.5. Practise in a culturally safe, inclusive, sensitive, respectful, and responsive way and according to person-centred care principles. 1.2.7. Develop reflective practices through self-reflection, seeking and engaging with feedback from colleagues and clients, critically evaluating service delivery and outcomes, and engaging in ongoing learning. 1.2.8. Demonstrate leadership and the ability to advocate for client access to AEP services and appropriate health care. 2.2.7. Explain national, state, and compensable scheme frameworks across the health care, aged care, and disability sectors, and the requirements for AEPs working in these settings. 3.2.7. Distinguish when client needs are outside of scope or competence and take appropriate, timely actions including engaging effectively with other professionals.
	Accredited Exercise Physiologist Professional Standards (2023) - 1.2.3. Differentiate and select verbal and non-verbal communication strategies that are contextually appropriate, timely, accessible, and respectful to clients, population groups, and relevant others. 2.2.1. Integrate knowledge of anatomy, physiology, pathophysiology, and other determinants of health and function and apply these to inform safe and effective movement, physical activity, and exercise-based interventions for individuals and population groups throughout all stages of their life. 2.2.3. Evaluate physiological responses and adaptations to acute and chronic exercise for clients across the full health spectrum. 2.2.4. Evaluate the effect of commonly prescribed medications, diagnostic procedures, medical, surgical, and other interventions on both resting and exercise-related physiological responses across the full health spectrum. 3.2.1. Formulate appropriate screening processes to evaluate and stratify risk for participation in assessments and interventions, including consideration of appropriate service modalities for clients. 3.2.2. Formulate safe, effective, and culturally sensitive assessments to collect relevant information, social and cultural determinants of health, client history, and client needs, preferences, barriers, facilitators, and goals. 3.2.3. Formulate appropriate assessments and outcome measures relevant to treatment and client goals, and evaluate health status, function, capacity, and progress, to inform clinical reasoning and to monitor the delivery and outcomes of interventions. 3.2.4. Distinguish, record, report, and appropriately action changing risk factors and adverse signs and symptoms that may arise before, during, and after assessments and interventions. 3.2.7. Distinguish when client needs are outside of scope or competence and take appropriate, timely actions including engaging effectively with other professionals. 3.2.8. Choose and use relevant technology and equipment efficiently, effectively, and safely.
	Accredited Exercise Physiologist Professional Standards (2023) - 1.2.3. Differentiate and select verbal and non-verbal communication strategies that are contextually appropriate, timely, accessible, and respectful to clients, population groups, and relevant others. 2.2.1. Integrate knowledge of anatomy, physiology, pathophysiology, and other determinants of health and function and apply these to inform safe and effective movement, physical activity, and exercise-based interventions for individuals and population groups throughout all stages of their life. 2.2.3. Evaluate physiological responses and adaptations to acute and chronic exercise for clients across the full health spectrum. 2.2.4. Evaluate the effect of commonly prescribed medications, diagnostic procedures, medical, surgical, and other interventions on both resting and exercise-related physiological responses across the full health spectrum. 3.2.1. Formulate appropriate screening processes to evaluate and stratify risk for participation in assessments and interventions, including consideration of appropriate service modalities for clients. 3.2.2. Formulate safe, effective, and culturally sensitive assessments to collect relevant information, social and cultural determinants of health, client history, and client needs, preferences, barriers, facilitators, and goals. 3.2.3. Formulate appropriate assessments and outcome measures relevant to treatment and client goals, and evaluate health status, function, capacity, and progress, to inform clinical reasoning and to monitor the delivery and outcomes of interventions. 3.2.4. Distinguish, record, report, and appropriately action changing risk factors and adverse signs and symptoms that may arise before, during, and after assessments and interventions. 3.2.7. Distinguish when client needs are outside of scope or competence and take appropriate, timely actions including engaging effectively with other professionals. 3.2.8. Choose and use relevant technology and equipment efficiently, effectively, and safely.
	Accredited Exercise Physiologist Professional Standards (2023) - 1.2.5. Practise in a culturally safe, inclusive, sensitive, respectful, and responsive way and according to person-centred care principles. 1.2.6. Practise collaboratively and effectively with other professionals, including seeking feedback and input to inform decision-making, delegating tasks, and referring to other professionals and services where appropriate. 2.2.1. Integrate knowledge of anatomy, physiology, pathophysiology, and other determinants of health and function and apply these to inform safe and effective movement, physical activity, and exercise-based interventions for individuals and population groups throughout all stages of their life. 2.2.2. Examine principles of biopsychosocial care, value-based care, person-centred care and social and cultural determinants of health and apply this to promote health and well-being for individual clients and population groups. 2.2.5. Evaluate research findings and apply exercise prescription principles to develop recommendations and interventions, including targeted exercise prescription for the purposes of optimising health status, function, recovery, independence, and participation. 2.2.6. Apply clinical, ethical, and evidence-based decision-making to formulate appropriate interventions and recommendations and communicate the expected outcomes. 4.2.1. Formulate evidence-based exercise prescription, interventions, and recommendations that address health and treatment related client needs, preferences, goals, and abilities, assessment findings, and social and cultural determinants of health. 4.2.2. Design, prescribe, deliver, and monitor safe and effective movement, physical activity, and exercise-based interventions for clients with complex presentations, including those with acute and chronic health conditions and multiple comorbidities. 4.2.3. Formulate and apply strategies to manage risks, evaluate progress, and adapt recommendations and interventions in partnership with clients based on needs and measured outcomes. 4.2.4. Create and apply inclusive, respectful, and effective communication strategies to educate and engage clients in informed decision-making about purpose, benefits, risks, options, and costs for proposed interventions, expected outcomes, and strategies for future prevention. 4.2.5. Apply and evaluate exercise prescription, health behaviour, and lifestyle change strategies and education, in partnership with clients to increase engagement, motivation and adherence, and improve health and well-being. 4.2.8. Evaluate effectiveness of interventions and their outcomes including the selection, interpretation, and reporting of outcome measures to inform future practice.
	Accredited Exercise Physiologist Professional Standards (2023) - 1.2.6. Practise collaboratively and effectively with other professionals, including seeking feedback and input to inform decision-making, delegating tasks, and referring to other professionals and services where appropriate. 2.2.3. Evaluate physiological responses and adaptations to acute and chronic exercise for clients across the full health spectrum. 3.2.1. Formulate appropriate screening processes to evaluate and stratify risk for participation in assessments and interventions, including consideration of appropriate service modalities for clients. 3.2.3. Formulate appropriate assessments and outcome measures relevant to treatment and client goals, and evaluate health status, function, capacity, and progress, to inform clinical reasoning and to monitor the delivery and outcomes of interventions. 3.2.4. Distinguish, record, report, and appropriately action changing risk factors and adverse signs and symptoms that may arise before, during, and after assessments and interventions. 3.2.7. Distinguish when client needs are outside of scope or competence and take appropriate, timely actions including engaging effectively with other professionals. 4.2.3. Formulate and apply strategies to manage risks, evaluate progress, and adapt recommendations and interventions in partnership with clients based on needs and measured outcomes.
	Accredited Exercise Physiologist Professional Standards (2023) - 1.2.5. Practise in a culturally safe, inclusive, sensitive, respectful, and responsive way and according to person-centred care principles. 2.2.1. Integrate knowledge of anatomy, physiology, pathophysiology, and other determinants of health and function and apply these to inform safe and effective movement, physical activity, and exercise-based interventions for individuals and population groups throughout all stages of their life. 2.2.2. Examine principles of biopsychosocial care, value-based care, person-centred care and social and cultural determinants of health and apply this to promote health and well-being for individual clients and population groups. 2.2.8. Evaluate and apply contextual learning principles and behaviour change strategies to improve health outcomes, increase engagement, motivation, and adherence, and empower self-management of health conditions. 3.2.2. Formulate safe, effective, and culturally sensitive assessments to collect relevant information, social and cultural determinants of health, client history, and client needs, preferences, barriers, facilitators, and goals. 3.2.6. Communicate appropriate client support strategies to facilitate in-person and telepractice/telehealth service delivery which considers client needs, preferences, health and digital literacy, and accessibility factors. 4.2.4. Create and apply inclusive, respectful, and effective communication strategies to educate and engage clients in informed decision-making about purpose, benefits, risks, options, and costs for proposed interventions, expected outcomes, and strategies for future prevention. 4.2.5. Apply and evaluate exercise prescription, health behaviour, and lifestyle change strategies and education, in partnership with clients to increase engagement, motivation and adherence, and improve health and well-being. 4.2.6. Formulate strategies during treatment to empower clients to undertake safe and effective self-management during and following discharge from interventions. 4.2.7. Communicate effectively and respectfully with clients and relevant others about progress and outcomes of interventions, including appropriate reporting. 4.2.8. Evaluate effectiveness of interventions and their outcomes including the selection, interpretation, and reporting of outcome measures to inform future practice.

Accredited Exercise Physiologist Professional Standards (2023) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.2.1		Practise with integrity within the scope of practice for an AEP, the ESSA Code of Professional Conduct and Ethical Practice, and jurisdictional Codes of Conduct.
1.2.2		Practise in accordance with ethically relevant legislation, regulations, and standards that apply to AEPs including privacy, confidentiality, data security, informed consent, and record-keeping.
1.2.3		Differentiate and select verbal and non-verbal communication strategies that are contextually appropriate, timely, accessible, and respectful to clients, population groups, and relevant others.
1.2.4		Develop effective, concise, respectful, and informative clinical documentation, including case notes and reports, and apply appropriate record keeping practices.
1.2.5		Practise in a culturally safe, inclusive, sensitive, respectful, and responsive way and according to person-centred care principles.
1.2.6		Practise collaboratively and effectively with other professionals, including seeking feedback and input to inform decision-making, delegating tasks, and referring to other professionals and services where appropriate.
1.2.7		Develop reflective practices through self-reflection, seeking and engaging with feedback from colleagues and clients, critically evaluating service delivery and outcomes, and engaging in ongoing learning.
1.2.8		Demonstrate leadership and the ability to advocate for client access to AEP services and appropriate health care.
2.2.1		Integrate knowledge of anatomy, physiology, pathophysiology, and other determinants of health and function and apply these to inform safe and effective movement, physical activity, and exercise-based interventions for individuals and population groups throughout all stages of their life.
2.2.2		Examine principles of biopsychosocial care, value-based care, person-centred care and social and cultural determinants of health and apply this to promote health and well-being for individual clients and population groups.
2.2.3		Evaluate physiological responses and adaptations to acute and chronic exercise for clients across the full health spectrum.
2.2.4		Evaluate the effect of commonly prescribed medications, diagnostic procedures, medical, surgical, and other interventions on both resting and exercise-related physiological responses across the full health spectrum.
2.2.5		Evaluate research findings and apply exercise prescription principles to develop recommendations and interventions, including targeted exercise prescription for the purposes of optimising health status, function, recovery, independence, and participation.
2.2.6		Apply clinical, ethical, and evidence-based decision-making to formulate appropriate interventions and recommendations and communicate the expected outcomes.
2.2.7		Explain national, state, and compensable scheme frameworks across the health care, aged care, and disability sectors, and the requirements for AEPs working in these settings.
2.2.8		Evaluate and apply contextual learning principles and behaviour change strategies to improve health outcomes, increase engagement, motivation, and adherence, and empower self-management of health conditions.
3.2.1		Formulate appropriate screening processes to evaluate and stratify risk for participation in assessments and interventions, including consideration of appropriate service modalities for clients.
3.2.2		Formulate safe, effective, and culturally sensitive assessments to collect relevant information, social and cultural determinants of health, client history, and client needs, preferences, barriers, facilitators, and goals.
3.2.3		Formulate appropriate assessments and outcome measures relevant to treatment and client goals, and evaluate health status, function, capacity, and progress, to inform clinical reasoning and to monitor the delivery and outcomes of interventions.
3.2.4		Distinguish, record, report, and appropriately action changing risk factors and adverse signs and symptoms that may arise before, during, and after assessments and interventions.
3.2.5		Evaluate and record assessment outcomes in a timely and accurate manner to inform practice and communicate outcomes and relevance to goals effectively to clients and relevant others.
3.2.6		Communicate appropriate client support strategies to facilitate in-person and telepractice/telehealth service delivery which considers client needs, preferences, health and digital literacy, and accessibility factors.
3.2.7		Distinguish when client needs are outside of scope or competence and take appropriate, timely actions including engaging effectively with other professionals.
3.2.8		Choose and use relevant technology and equipment efficiently, effectively, and safely.
4.2.1		Formulate evidence-based exercise prescription, interventions, and recommendations that address health and treatment related client needs, preferences, goals, and abilities, assessment findings, and social and cultural determinants of health.
4.2.2		Design, prescribe, deliver, and monitor safe and effective movement, physical activity, and exercise-based interventions for clients with complex presentations, including those with acute and chronic health conditions and multiple comorbidities.
4.2.3		Formulate and apply strategies to manage risks, evaluate progress, and adapt recommendations and interventions in partnership with clients based on needs and measured outcomes.
4.2.4		Create and apply inclusive, respectful, and effective communication strategies to educate and engage clients in informed decision-making about purpose, benefits, risks, options, and costs for proposed interventions, expected outcomes, and strategies for future prevention.
4.2.5		Apply and evaluate exercise prescription, health behaviour, and lifestyle change strategies and education, in partnership with clients to increase engagement, motivation and adherence, and improve health and well-being.
4.2.6		Formulate strategies during treatment to empower clients to undertake safe and effective self-management during and following discharge from interventions.
4.2.7		Communicate effectively and respectfully with clients and relevant others about progress and outcomes of interventions, including appropriate reporting.
4.2.8		Evaluate effectiveness of interventions and their outcomes including the selection, interpretation, and reporting of outcome measures to inform future practice.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This is the first time this unit has been offered.

Additional information

This unit of study outline must be read in conjunction with the Medicine and Health Handbook: https://www.sydney.edu.au/handbooks/medicine_health/

All students are required to familiarise themselves with their academic responsibilities, and the academic policies governing their enrolment and progression. The handbook provides a direct link to the University of Sydney’s Coursework policy and Faculty provisions.

When considering applications and appeals relating to these matters, it will be assumed that students understand their academic responsibilities and are familiar with these key policies and
procedures

Work, health and safety

WHS Induction checklist must be completed in the first class.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EXSS4021: Exercise in Multimorbidity

Intensive September, 2023 [Block mode] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect