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Unit outline_

PHTY2063: Clinical Practicum A

Intensive November, 2022 [Professional practice] - Camperdown/Darlington, Sydney

The purpose of this unit is to provide an introduction to the application of foundation physiotherapy skills within a clinical setting (clinical simulation combined with an onsite clinical placement). Students will be required to perform subjective and objective assessments specific to initially simulated and then real-life patients. Analysis of assessment findings, development and implementation of interventions (including discharge planning and interprofessional involvement) and application of outcome measures will occur in consultation with the Clinical Educator. Assessment, interpretation, intervention and re-assessment skills are graded according to a 'basic' standard of practice (appropriate to this stage of student learning). Another major focus of this unit and it's assessment is the development of generic, professional skills such as clinical reasoning, reflection,information gathering, communication and professionalism, which will form the foundation for subsequent clinical placements.

Unit details and rules

Academic unit Movement Sciences
Credit points 6
Prerequisites
? 
PHTY1024
Corequisites
? 
PHTY2062 and PHTY2059 and PHTY2061
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Justine Dougherty, justine.dougherty@sydney.edu.au
Tutor(s) Julia Blackford, julia.blackford@sydney.edu.au
Type Description Weight Due Length
Placement hurdle task Evaluation of foundational placement competencies form
Competency based evaluation (readiness for placement)
0% Multiple weeks 1-week
Outcomes assessed: LO1 LO5 LO4 LO3 LO2
Placement hurdle task Student assessment of basic skills form
Competency based evaluation
70% Multiple weeks 2-weeks
Outcomes assessed: LO1 LO5 LO4 LO3 LO2
Assignment Online patient-related reflection and discussion module
Online discussion module
30% Multiple weeks 1-week
Outcomes assessed: LO1 LO2
hurdle task = hurdle task ?

Assessment summary

  • Evaluation of foundational placement competencies (EFPC) form: The EFPC assesses professional behavior, learner behaviours, communication and information gathering skills. Using the EFPC, WIL academic teaching staff and simulation clinical educators will collaborate to evaluate student’s performance by the end of the simulation week (summative). Simulation clinical educators and WIL academic teaching staff will make their final recommendation with the Unit of Study coordinator to review. The Unit of Study coordinator will determine the final result in relation to the simulation expectations and relevant unit learning outcomes which indicate a student’s readiness to progress to placement at an external placement site. The EFPC assessment is a barrier task to proceeding onto an external clinical placement; students who do not pass this assessment will not be permitted to undertake the other components of the Unit of Study hence failing the Unit of Study (F 49). 
  • Student assessment of basic skills (SABS) form: The SABS assesses student’s performance in all learning outcomes to a ‘basic’ level of practice in line with expectations for second year undergraduate students. Using the SABS, students and educators will each evaluate student’s performance at the end of placement (summative). The educator will make their final recommendation with the Unit of Study coordinator to review. The Unit of Study coordinator will determine the final result in relation to the placement expectations and unit learning outcomes. Students should sign the educator’s assessment even if they do not agree with the assessment (a signature denotes discussion has been held not necessarily that the student agrees with the outcome).
  • Online patient-related reflection and discussion module: Students will be required to participate in an online forum to reflect and discuss aspects of patient care and ethical and professional practice using the Gibb’s Reflective Cycle as a guide. Students will be assessed on their reflections as well as participation in the discussion forum.

As this unit includes placement components, students are reminded that the FMH Sydney School of Health Sciences Placement Provisions apply

https://tinyurl.com/FMH-Placement-Provisions

An automatic fail will be awarded for any assessment item where a student breaches client/patient privacy

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

 

Distinction

75 - 84

 

Credit

65 - 74

 

Pass

50 - 64

 

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

Fail Grade: 

This is the overall unit grading awarded when you fail to meet the minimum standards in simulation (according to the EFPC- Evaluation of foundational placement competencies). Simulation acts as a barrier task, regardless of cumulative performance on the other assessment tasks.

OR if you fail to satisfactorily complete all assessment tasks required of this UOS.

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.

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.

WK Topic Learning activity Learning outcomes
STUVAC Students contribute to an online discussion module in the final week of Clinical Practice A to collaboratively reflect on placement experiences with their peers. Students are required to complete 1 patient care reflection and 1 ethical issues reflection and should aim to assist each other to develop action plans for subsequent placements. Independent study (10 hr) LO1
Week 12 1-week on campus simulation. Students participate in the assessment and treatment of a variety of simulated patients to develop foundation professionalism, communication, assessment and clinical reasoning skills, with specific focus on readiness for clinical placement. Tutorials, which teach other important aspects of practice including documentation, ISBAR and interprofessional practice, occur concurrently. Simulation laboratory (32 hr) LO1 LO2 LO3 LO4 LO5
Week 13 Clinical placement (2-weeks) allows an opportunity to further develop foundation physiotherapy skills including professionalism, communication, assessment and clinical reasoning in a clinical environment. Placements can be in any area of physiotherapy practice and will aim to build on skills introduced in simulation. Placement (80 hr) LO1 LO2 LO3 LO4 LO5

Attendance and class requirements

Attendance: Students are required to attend:

  • Introductory lectures and tutorials, 
  • All required simulation sessions and accompanying tutorials throughout the 1 week in simulation,
  • Full time attendance throughout the 2 weeks of clinical placement at an allocated site (rural or metropolitan setting) with attendance hours to be determined by the site (approximately 40 hours per week). 

Students are not permitted to negotiate time away from clinical placement with their clinical educators (this includes appointments, days off or religious/cultural observances). Any special circumstances need to be discussed via an extenuating circumstances application prior to placement. Students are required to be available to attend placement in any of the available blocks. 

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 prescribed reading can be found on the PHTY2063 Canvas Site. 

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. Understand and apply professional and ethical behaviour to the clinical environment
  • LO2. Demonstrate foundation verbal, non-verbal and written communication skills which foster safe and effective clinical practice
  • LO3. Develop foundation information gathering skills which follow principles of clinical reasoning
  • LO4. Develop foundation clinical reasoning skills working collaboratively with the clinical educator to interpret assessment findings and formulate a prioritised list of physiotherapy problems/ impairments for non-complex patients
  • LO5. Develop, implement and evaluate safe physiotherapy interventions (which includes discharge planning) in collaboration with the clinical educator for non-complex patients

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9
LO1         
LO2         
LO3         
LO4         
LO5         

Alignment with Competency standards

Outcomes Competency standards
LO1
Physiotherapy Practice Threshold Statements - APC
1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment
1.4. advocate for clients and their rights to health care
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
3.1. use clear, accurate, sensitive and effective communication to support the development of trust and rapport in professional relationships with the client and relevant others
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
4.5. recognise situations that are outside their scope of expertise or competence and take appropriate and timely action
5.1. engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice
LO2
Physiotherapy Practice Threshold Statements - APC
1.4. advocate for clients and their rights to health care
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
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
LO3
Physiotherapy Practice Threshold Statements - APC
1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment
3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions
8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence
8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice
8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction
8.D. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings
LO4
Physiotherapy Practice Threshold Statements - APC
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
5.1. engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice
8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence
8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice
8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction
8.D. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings
LO5
Physiotherapy Practice Threshold Statements - APC
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
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
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
6.1. use education to empower themselves and provide knowledge to themselves and others.
8.A. knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence
8.B. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice
8.C. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction
8.D. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice across acute, rehabilitation and community practice in a range of environments and settings
8.F. knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice in health promotion and facilitation of client self-management strategies to enhance their health and well-being
Physiotherapy Practice Threshold Statements -
Competency code Taught, Practiced or Assessed Competency standard
1.1 A plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment
1.2 A 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 A review the continuation of physiotherapy and facilitate the client’s optimal participation in their everyday life
1.4 A advocate for clients and their rights to health care
2.1 A comply with legal, professional, ethical and other relevant standards, codes and guidelines
2.2 A make and act on informed and appropriate decisions about acceptable professional and ethical behaviours
2.3 A recognise the need for, and implement, appropriate strategies to manage their physical and mental health and resilience
3.1 A 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 A record and effectively communicate physiotherapy assessment findings, outcomes and decisions
3.3 A deal effectively with actual and potential conflict in a proactive and constructive manner
4.1 A assess their practice against relevant professional benchmarks and take action to continually improve their practice
4.2 A evaluate their learning needs, engage in relevant continuing professional development and recognise when to seek professional support, including peer review
4.3 A efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge
4.5 A recognise situations that are outside their scope of expertise or competence and take appropriate and timely action
5.1 A engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice
5.2 A engage in safe, effective and collaborative interprofessional practice
6.1 A use education to empower themselves and provide knowledge to themselves and others.
8.A A knowledge of relevant anatomy, physiology, pathology, other biomedical sciences relevant to human health and function, and psychosocial and other determinants of health encompassing cardiorespiratory, musculoskeletal, neurological and other body systems within the context of physiotherapy and best available research evidence
8.B A knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice including evidence-based practice
8.C A knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice with clients across the lifespan, from birth to end of life care, who present with one or more problems such as pain and/or impairment or dysfunction contributing to impairment, activity limitations and participation restriction
8.F A knowledge and understanding of theoretical concepts and principles relevant to physiotherapy practice in health promotion and facilitation of client self-management strategies to enhance their health and well-being

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

Student feedback from Unit of Study Survey has been reviewed and considered.

This unit of study outline must be read in conjunction with the Medicine and Health Handbook:

https://www.sydney.edu.au/handbooks/medicine_health/

The handbook also includes specific Clinical Education information on your course:

https://www.sydney.edu.au/handbooks/medicine_health/coursework/physiotherapy

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

The Work Integrated Learning Canvas Site also provides information specific to Sydney School of Health Sciences placements such as essential preparation, forms and policies:

https://canvas.sydney.edu.au/courses/9121

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.

Additional costs

Additional costs may be incurred for accommodation, transport and leave from usual employment. Students should prepare to cover these costs and can refer to the University website for financial assistance opportunities. https://www.sydney.edu.au/students/financial-support.html

Site visit guidelines

Please refer to the University of Sydney Placements Website for all placement related information. https://www.sydney.edu.au/students/clinical-placement-checks.html

Work, health and safety

As you are completing a health-related degree, there are clinical checks and clearances you will need to complete before you can undertake placement. You can find more information at:

https://www.sydney.edu.au/students/clinical-placement-checks.html

You will need to be verified by NSW Health by the date specified in the critical dates Calendar in preparation for your first placement in a Local Health District. Students who are not verified will NOT be able to attend placement.

Further, students must have an up-to-date declaration (in Sonia) that they have read and understood key documents related to privacy and confidentiality, codes of conduct, NSW Health policies and general communication/ email etiquette.

Failure to meet these requirements may prevent you from being allocated to and/or completing a placement or placement unit of study irrespective of your enrolment status.

Consistent with New South Wales WHS legislation, you are required to complete a WHS induction within the first few days of placement, and if relevant, at any time your placement requires you to work in another setting. This is an essential legal requirement to ensure that all risks are minimised for you, and others for whom you are responsible. The University has a duty of care to you to ensure you have been inducted appropriately. Similarly, you are responsible for demonstrating that you are aware of and know how to manage risk appropriately. You should complete the WHS Checklist from Sonia.

The Public Health (COVID-19 Vaccination of Health Care Workers) Order 2021 directs that a healthcare worker – including students, volunteers and those undertaking administrative duties - must not do work as a healthcare worker unless they have received: 

  • at least one dose of a COVID-19 vaccine before 30 September 2021, and 
  • at least two doses of a COVID-19 vaccine  before 30 November 2021

This is a requirement for health care workers within NSW Health and private health facilities, or others so directed by the Chief Health Officer, and the vaccine must be one that is approved by the Therapeutic Goods Administration (TGA).

 

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.