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Unit of study_

PHTY3087: PT in Respiratory and Cardiac Conditions B

Semester 1, 2022 [Normal day] - Camperdown/Darlington, Sydney

This unit of study builds on and expands the knowledge, skills and attributes developed in Physiotherapy in Respiratory and Cardiac Conditions (PHTY2062). Three modules are included: cardiopulmonary physiotherapy in the acute care environment, physiotherapy in acute neurological/neurosurgical care, and cardiopulmonary advanced clinical reasoning. The acute care module focuses on assessment and treatment of patients with acute pulmonary dysfunction. In addition, students examine specific clinical and professional issues relating to the intensive care and acute care environment. The emphasis is on appropriate assessment, safe and effective management of intubated and nonincubated patients. The acute neurological module focuses on physiotherapy management of acute neurological and neurosurgical conditions. The advanced clinical reasoning module will enable students to develop their skills in analysing and planning evidence based interventions for patients with multisystem and/or complex problems. Students will integrate material from core areas of musculoskeletal, cardiopulmonary, neurological and paediatric physiotherapy as well as background sciences. Overall, this unit examines the scientific basis for clinical intervention and examines a range of complex clinical issues organised on a case basis including multi system dysfunction (physiological, psychological and social). Students will be expected to evaluate the scientific basis and ethical, legal and practical implications of current physiotherapy interventions in relation to the case studies.

Unit details and rules

Unit code PHTY3087
Academic unit Movement Sciences
Credit points 6
Prohibitions
? 
None
Prerequisites
? 
PHTY2061 and PHTY2062
Corequisites
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Maree Milross, maree.milross@sydney.edu.au
Guest lecturer(s) Ruth Dentice, rden9091@uni.sydney.edu.au
Amanda Piper, amanda.piper@sydney.edu.au
Louise Hansell, louise.hansell@sydney.edu.au
Lecturer(s) Sonia Cheng, sonia.cheng@sydney.edu.au
Marita Dale, marita.dale@sydney.edu.au
Christina Darwell, christina.darwell@sydney.edu.au
Maree Milross, maree.milross@sydney.edu.au
Zoe McKeough, zoe.mckeough@sydney.edu.au
Jennifer Alison, jennifer.alison@sydney.edu.au
Natalie Allen, natalie.allen@sydney.edu.au
Tiffany Dwyer, tiffany.dwyer@sydney.edu.au
Type Description Weight Due Length
Final exam (Record+) Type B final exam Written exam
MCQ, written components
35% Formal exam period 2 hours
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6
Skills-based evaluation Prac-viva exam
Practical examination with written component. Paired and individual parts.
25% Formal exam period 45minutes
Outcomes assessed: LO1 LO6 LO5 LO4 LO3 LO2
Assignment Peer feedback (ISBAR)
Formative assessment
5% Week 04 300 words maximum
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Assignment Peer Feedback (SOAP)
Formative assessment
5% Week 07 300 words maximum
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Assignment Peer feedback (VIDEO)
Formative assessment
5% Week 09 300 words maximum
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Assignment group assignment Online paired written assignment
Extended response(s). Paired-work assignment.
25% Week 13
Due date: 23 May 2022 at 17:00
12pm Fri (week 12) - 5pm Mon (week 13)
Outcomes assessed: LO1 LO2 LO5 LO7
group assignment = group assignment ?
Type B final exam = Type B final exam ?

Assessment summary

  • Written Exam (35%) – students will be required to undertake a written exam online consisting of multiple choice questions (MCQ’s), and short answers (2 hour exam- week 15/16)
  • Formative assessment (5%) – students give peer feedback on ISBAR handover
  • Formative assessment (5%)  – students give peer feedback on clinical note-writing (‘SOAP’ notes).
  • Formative assessment (5%) – students give peer feedback on treatment video.
  • Online paired written assignment (25%) – students will be required to complete a 1500 word essay in small groups (2 persons) (week 13)
  • Skills based evaluation (25%) – students will complete a prac-viva skills based evaluation. This will be case-based and performed in pairs, with a practical demonstration component and a written component (week 15/16).

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.

It is a requirement of this Unit of Study that all assessment items are attempted.

Failure to attempt any assessment item will result in you being awarded an Absent Fail grade (0-49 AF), regardless of your cumulative marks in the Unit of Study.

 

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.

For more information see sydney.edu.au/students/guide-to-grades.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Late penalties for submitted assessments will be applied according to the University Assessment Procedures 2011. For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work. The penalty will be calculated by first marking the work, and then subtracting 5% of the maximum awardable mark for each calendar day after the due date. For work submitted more than ten calendar days after the due date a mark of zero will be awarded. The marker may elect to, but is not required to, provide feedback on such work.

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
Week 01 1. Respiratory failure, and the use of intubation; 2. Hypoxaemic respiratory failure and modes of ventilatory support Lecture (2 hr) LO1 LO2 LO3 LO5
1. Arterial blood gas interpretation; 2. Hypoxaemic respiratory failure in the non-intubated patient Tutorial (2 hr) LO1 LO2 LO3 LO5
Week 02 1. Hypercapnic respiratory failure and modes of ventilatory support; 2. Non-invasive ventilation Lecture (2 hr) LO1 LO2 LO3 LO4 LO5
Assessment and intervention: Hypercapnic respiratory failure in the non-intubated patient Tutorial (2 hr) LO1 LO2 LO3 LO4 LO5
Week 03 1. Effects of intubation and mechanical ventilation on the respiratory system; 2. Monitoring and equipment in the intensive care unit. Implications for assessment and physiotherapy intervention Lecture (2 hr) LO1 LO2 LO3 LO5
Introduction to assessment of intubated/ventilated patients (case studies) Tutorial (2 hr) LO1 LO2 LO3 LO4 LO5
consolidation lecture session Lecture (1 hr) LO1 LO2 LO3 LO4 LO5
Week 04 Strategies used in intensive care Lecture (2 hr) LO1 LO2 LO3 LO4 LO5
1. Physiotherapy interventions in intensive care; 2. Strategies to improve gas and secretion movement impairments Tutorial (2 hr) LO2 LO3 LO4
Week 05 1. Weaning from ventilatory support. Implications for physiotherapy intervention; Acute trauma to lung and thorax/ARDS; Physiotherapy with acute COVID patients 2. Acute care end of life issues/advanced care directives. Lecture (2 hr) LO1 LO2 LO3 LO5
Intubated patient – complex case study Tutorial (2 hr) LO1 LO2 LO3 LO4 LO5
Week 06 1. Complex case study of an intubated ICU patient; 2. Cerebral haemorrhage and tumours Lecture (2 hr) LO1 LO2 LO3 LO4 LO5 LO6
Intubated patient – complex case study Tutorial (2 hr) LO1 LO2 LO3 LO4 LO5
tutorial question and answer session Tutorial (1 hr) LO1 LO2 LO3 LO4 LO5
Week 08 1. Spinal surgery and guidelines for neurological intervention in acute care settings; 2. Effects of cardiopulmonary interventions on the patient with acute traumatic brain injury (TBI) Lecture (2 hr) LO1 LO2 LO3 LO5 LO6
Clinical reasoning and implementation of appropriate interventions specific to acute cardiopulmonary and acute neurological/ neurosurgical case studies Tutorial (2 hr) LO1 LO2 LO3 LO4 LO5 LO6
Week 09 Complex case study of a patient with acute TBI Lecture (2 hr) LO1 LO2 LO3 LO4 LO5 LO6
Clinical reasoning and implementation of appropriate interventions specific to acute cardiopulmonary and acute neurological/ neurosurgical case studies Tutorial (2 hr) LO1 LO2 LO3 LO4 LO5 LO6
consolidation lecture session Lecture (1 hr) LO1 LO2 LO3 LO4 LO5 LO6
Week 10 1. What is clinical reasoning? What role does the research evidence play in our reasoning?; 2. Impairment: V/Q matching; 3. Case study analysis: acute exacerbation of cystic fibrosis; 4. Impairment: analysis of gas (oxygen) movement problems in the cystic fibrosis case Lecture (4 hr) LO1 LO5 LO7
Evidence-based physiotherapy interventions to improve gas (oxygen) movement problems Tutorial (2 hr) LO5 LO7
Week 11 1. Impairment: Analysis of secretion movement, gas movement (CO2), and respiratory load in the cystic fibrosis case; 2. Impairment: Sleep disordered breathing Lecture (2 hr) LO1 LO3 LO5 LO7
Evidence-based physiotherapy interventions to improve secretion movement problems Tutorial (2 hr) LO5 LO7
Week 12 1. Professional practice and social issues in cystic fibrosis; 2 Exercise prescription for cystic fibrosis Lecture (2 hr) LO5 LO7
Clinical decision-making for the cystic fibrosis case Tutorial (2 hr) LO5 LO7
Week 13 Physiotherapy interventions in intensive care Tutorial (2 hr) LO2 LO3 LO4 LO5
Week 14 (STUVAC) tutorial question and answer session Tutorial (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7

Attendance and class requirements

Students are expected to attend a minimum of 80% of tutorials for a unit of study, unless granted exemption by the Dean, Head of School, or Professor most concerned. The Dean, Head of School, or Professor most concerned may determine that a student fails a unit of study because of inadequate tutorial attendance. Alternatively, at their discretion, they may set additional assessment items where attendance is lower than 80%. Students are expected to attend all lectures in this unit of study. Lecture recordings will be made available where possible to assist with revision and study, but should not be considered a substitute for physically attending the lecture.

 

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 eReserve, available on Canvas.

Essential Textbook: Main E and Denehy L (2016) Physiotherapy for Respiratory and Cardiac Problems (5th ed). London: Churchill Livingstone Elsevier.

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. assess, interpret and analyse signs and symptoms of a patient in the acute care environment
  • LO2. make informed decisions based on evaluation of effectiveness, safety, precautions and contra-indications of current practices for the patient in the acute care environment
  • LO3. identify components of the acute care environment, equipment and its structure
  • LO4. develop and demonstrate basic physiotherapy skills for the acute care environment (such as suctioning, manual hyperinflation, insertion of nasopharyngeal/guedel airway)
  • LO5. apply the knowledge and skills learnt in PT in Pulmonary and Cardiac Conditions to the specific areas of acute pulmonary care
  • LO6. outline the physiotherapy management of acute neurological and neurosurgical conditions including the prevention of secondary musculoskeletal and cardiopulmonary complications
  • LO7. analyse the problems of a complex clinical respiratory case including the pathological mechanisms proposed for the problems, propose interventions for the patient’s problems and discuss the theoretical rationale for the intervention and the research evidence for their effectiveness.

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         
LO6         
LO7         

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
1.3. 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
2.1. 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
3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions
4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge
4.5. recognise situations that are outside their scope of expertise or competence and take appropriate and timely action
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.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
LO2
Physiotherapy Practice Threshold Statements - APC
1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment
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
2.1. 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
3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions
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
4.5. 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
6.2. seek opportunities to lead the education of others, including physiotherapy students, as appropriate, within the physiotherapy setting
7.1. organise and prioritise their workload and resources to provide safe, effective and efficient physiotherapy autonomously and, where relevant, as a team member
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.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
LO3
Physiotherapy Practice Threshold Statements - APC
2.1. comply with legal, professional, ethical and other relevant standards, codes and guidelines
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
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.E. competence to practise as a physiotherapist autonomously as well as a member of an interprofessional team in relevant clinical situations
LO4
Physiotherapy Practice Threshold Statements - APC
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
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
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
4.1. assess their practice against relevant professional benchmarks and take action to continually improve their practice
4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge
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
1.1. 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
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
3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions
4.1. assess their practice against relevant professional benchmarks and take action to continually improve their practice
4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge
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
LO6
Physiotherapy Practice Threshold Statements - APC
1.1. plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment
1.3. review the continuation of physiotherapy and facilitate the client’s optimal participation in their everyday life
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
3.2. record and effectively communicate physiotherapy assessment findings, outcomes and decisions
4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge
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
5.2. engage in safe, effective and collaborative interprofessional practice
6.1. use education to empower themselves and provide knowledge to themselves and others.
6.2. seek opportunities to lead the education of others, including physiotherapy students, as appropriate, within the physiotherapy setting
7.1. organise and prioritise their workload and resources to provide safe, effective and efficient physiotherapy autonomously and, where relevant, as a team member
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
LO7
Physiotherapy Practice Threshold Statements - APC
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
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
4.3. efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge
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
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
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
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
4.3 A efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge
5.2 A engage in safe, effective and collaborative interprofessional practice
7.1 A organise and prioritise their workload and resources to provide safe, effective and efficient physiotherapy autonomously and, where relevant, as a team member
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.D A 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.E A competence to practise as a physiotherapist autonomously as well as a member of an interprofessional team in relevant clinical situations

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

Overall, the UoS seemed to be considered well organised with positive feedback on both lecture and tutorial flow and content, and the emphasis on case-based learning was mostly positively received. Short lectures were appreciated. Students liked the videos for skill/technique preparation/revision and the weekly quizzes were well received, although a suggestion was made that students would appreciate more than 3 quiz questions per week. Students found the group/online worksheets for tutorial preparation to be helpful, as it lets everyone contribute and add to one another’s ideas. There was a request for more feedback on the ISBAR handovers, SOAP notes and mid-semester test. Individual feedback was given for every student that submitted an ISBAR handover. Unfortunately, engagement from students with SOAP notes was minimal so the opportunity to provide feedback was limited. No marks were allocated for participation in these activities. The CP team discussed ways to increase engagement in these activities, through assessment and peer feedback. As a result, formative assessments have been introduced with peer feedback on ISBAR handovers, SOAP note writing, and skill performance of ICU based clinical skills. The week 7 MCQ quiz has been removed to facilitate these new formative assessments. Further the week 15/16 skills-based assessment has been altered to include paired components for increased collaboration.

Disclaimer

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

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