General Information
The concepts of health and disease will be reviewed, and definitions and issues related to impairments, disability, and chronic disease will be discussed using client and family-centred models of care. Chronic conditions involving the musculoskeletal, cardiorespiratory, and neurological systems will be discussed across the lifespan, and appropriate practical skills acquired. Additionally, this subject will allow students to appreciate the complex multi-system nature of chronic disease and disability, including the behavioural and sociological sequelae for clients in community environments. Methods to minimise disuse and promote health, function, and self-efficacy will be presented with an emphasis on infancy through to maturity. An evidence based, biopsychosocial approach will form the basis of this subject. This subject requires students to utilise knowledge from their undergraduate degree to clinically reason appropriate treatment plans related to physiotherapy clients across the lifespan.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: PHTY72-412 Subject title: Community Physiotherapy Across the Lifespan Subject level: Postgraduate Semester/Year: January 2024 Credit points: 15.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Intensive Workload items: - Tutorial: x5 (Total hours: 25) - Tutorial PBL
- Workshop: x30 (Total hours: 103) - Resource sessions
- Personal Study Hours: x8 (Total hours: 52) - Recommended study hours
Attendance and learning activities: LEARNING ACTIVITIES Learning activities for PHTY72-412 Community Physiotherapy Across the Lifespan include a combination of Problem Based Learning tutorials, resource (practical) sessions, screen-casts, self-directed learning, student led seminars, patient / client visits or videos. Problem based learning tutorials are central to the learning process in this subject. Students in small groups (7- 10 students per group) will have opportunity, guided by a facilitator, to plan learning experiences, gain knowledge and use clinical reasoning to apply and integrate that knowledge in a relevant context. This approach to learning is designed to facilitate development of self-directed learning, ability to work effectively in groups, and professionalism. The resource sessions will provide students with the opportunity to acquire skills needed to complement the knowledge base developed in the problem based learning tutorials. STUDENT LEARNING RESPONSIBILITIES Students are expected to take a significant level of responsibility for their own learning. Students are encouraged throughout the subject to take the initiative to identify, apply and integrate material from other subjects and other sources to the present subject. Students will engage in problem based learning tutorials and will be responsible for being pro-active learners in small groups. Students will be expected to practice and reflect on their performance, particularly in PBL and resource areas. Bond University forwarded your name to AHPRA in your first semester of enrolment, stating that you are a current physiotherapy student undertaking the DPhty Program at Bond University. This means that you are now being educated within the legal framework for practice as a physiotherapy student, and that you are aware of, and have embraced the professional behaviour and attitudes required of all health professionals. It is essential to embrace the Doctor of Physiotherapy (DPhty) Program Charter that you signed at the start of the DPhty Program. Professional behaviour and appropriate professional attitudes must be evident in all learning activities (PBL sessions, resource sessions, off-site visits) and can be grounds for disciplinary action, including failure in this subject, if you do not embrace these expectations of the physiotherapy profession. (Please refer to the DPhty Program Charter for details). There are four elements of professional behaviour that need to be evident and will be monitored in all learning activities: 1. Respect – demonstrated through attitude to Self / Peers / Educators; 2. Responsibility – you are required to: attend all learning activities* – please complete an absence for approval form and show how you plan to make up content when an absence cannot be avoided (e.g. Ill-health / national sporting representative); be punctual and implement appropriate actions if you are late; actively participate in all activities; show initiative; be accountable for your behaviours and actions. 3. Communication – appropriate verbal and non-verbal behaviour is required when communicating with peers / educators (patients & clinical educators in the clinical setting); 4. Self-awareness and capacity to reflect and self-evaluate need to be displayed. *Please refer to the DPhty Program Charter for details of the requirement to complete the appropriate ‘Leave of Absence Form’ to have any planned or unplanned absences approved using the form supplied on your ILearn site. Should you breach these guidelines then your educators will consult with the subject convenor / Head of Program. The Head of Program may: Implement a mentoring program; Give an informal warning; Refer to the Associate Dean of Student Affairs and Service Quality (ADSA) for review and attention. The outcomes of these steps may result in: An informal warning and monitor progress; A formal warning; Grade penalties (Marks which could impact on Grades); Referral to the Dean / Faculty for disciplinary procedures. -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | PHTY72-412 |
| Subject title: | Community Physiotherapy Across the Lifespan |
| Subject level: | Postgraduate |
| Semester/Year: | January 2024 |
| Credit points: | 15.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Intensive |
| Workload items: |
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| Attendance and learning activities: | LEARNING ACTIVITIES Learning activities for PHTY72-412 Community Physiotherapy Across the Lifespan include a combination of Problem Based Learning tutorials, resource (practical) sessions, screen-casts, self-directed learning, student led seminars, patient / client visits or videos. Problem based learning tutorials are central to the learning process in this subject. Students in small groups (7- 10 students per group) will have opportunity, guided by a facilitator, to plan learning experiences, gain knowledge and use clinical reasoning to apply and integrate that knowledge in a relevant context. This approach to learning is designed to facilitate development of self-directed learning, ability to work effectively in groups, and professionalism. The resource sessions will provide students with the opportunity to acquire skills needed to complement the knowledge base developed in the problem based learning tutorials. STUDENT LEARNING RESPONSIBILITIES Students are expected to take a significant level of responsibility for their own learning. Students are encouraged throughout the subject to take the initiative to identify, apply and integrate material from other subjects and other sources to the present subject. Students will engage in problem based learning tutorials and will be responsible for being pro-active learners in small groups. Students will be expected to practice and reflect on their performance, particularly in PBL and resource areas. Bond University forwarded your name to AHPRA in your first semester of enrolment, stating that you are a current physiotherapy student undertaking the DPhty Program at Bond University. This means that you are now being educated within the legal framework for practice as a physiotherapy student, and that you are aware of, and have embraced the professional behaviour and attitudes required of all health professionals. It is essential to embrace the Doctor of Physiotherapy (DPhty) Program Charter that you signed at the start of the DPhty Program. Professional behaviour and appropriate professional attitudes must be evident in all learning activities (PBL sessions, resource sessions, off-site visits) and can be grounds for disciplinary action, including failure in this subject, if you do not embrace these expectations of the physiotherapy profession. (Please refer to the DPhty Program Charter for details). There are four elements of professional behaviour that need to be evident and will be monitored in all learning activities: 1. Respect – demonstrated through attitude to Self / Peers / Educators; 2. Responsibility – you are required to: attend all learning activities* – please complete an absence for approval form and show how you plan to make up content when an absence cannot be avoided (e.g. Ill-health / national sporting representative); be punctual and implement appropriate actions if you are late; actively participate in all activities; show initiative; be accountable for your behaviours and actions. 3. Communication – appropriate verbal and non-verbal behaviour is required when communicating with peers / educators (patients & clinical educators in the clinical setting); 4. Self-awareness and capacity to reflect and self-evaluate need to be displayed. *Please refer to the DPhty Program Charter for details of the requirement to complete the appropriate ‘Leave of Absence Form’ to have any planned or unplanned absences approved using the form supplied on your ILearn site. Should you breach these guidelines then your educators will consult with the subject convenor / Head of Program. The Head of Program may: Implement a mentoring program; Give an informal warning; Refer to the Associate Dean of Student Affairs and Service Quality (ADSA) for review and attention. The outcomes of these steps may result in: An informal warning and monitor progress; A formal warning; Grade penalties (Marks which could impact on Grades); Referral to the Dean / Faculty for disciplinary procedures. |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Pre-requisites:
Co-requisites: |
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| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Discuss chronic disease processes and prevalence in society across the lifespan.
- Explain the role of health promotion in the prevention of chronic disease and secondary impairments in persons with a disability.
- Identify appropriate assessment tools, perform an assessment and create a treatment plan for persons with impairments, disability and/or chronic disease across the lifespan using the International Classification of Function, Disability and Health Framework (ICF).
- Explain the physiological principles and mechanisms underpinning a variety of rehabilitation strategies to generate and apply an evidence-based clinical decision for persons with impairments, disability and/or chronic disease across the lifespan (including infants, children, adolescents and young adults).
- Apply and re-evaluate evidence based treatment modalities using appropriate outcome measures and goal setting when managing activity limitations of infants, children, adolescents and young adults with impairments, disability and/or chronic disease impacting the musculoskeletal, cardiorespiratory and/or neurological systems.
- Analyse and critically evaluate current literature regarding rehabilitation strategies for persons with impairments, disability and/or chronic disease using effective problem solving and research strategies.
- Explain the roles and scope, including ethical and legal requirements for physiotherapists and the health care team when managing infants, children, adolescents and young adults with impairments, disability and/or chronic disease.
- Apply the principles of client-centred and family-centred practice when working with persons with impairments, disability and/or chronic disease and utilise these principles in promotion of self-management.
- Select and demonstrate safe and effective treatment options, including prescription of exercise, for persons across the lifespan with an impairment, disability, chronic disease and/or women in the pregnancy years.
- Communicate effectively across verbal and/or written modes, adjusting own communication style based on professional requirements and client needs.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Computer-aided Test (Closed) Test 1 - Student must be under invigilation to do the test. 10.00% Week 4 1,2,4,7 Computer-aided Test (Closed) Test 2 - Student must be under invigilation to do the test. 20.00% Week 7 1,2,3,4,5,7,8 OSCE^ OSCE 50.00% Week 7 2,3,5,9,10 Presentation§ Case Presentation - Seminar - group - submit week 6 and present week 7 20.00% Week 7 6,7,8,10 Problem-based Learning^ Students will be assessed formatively (mid-subject) and summatively (end of subject) using a standardised PBL assessment form. C Ongoing 1,2,3,4,5,6,7,8,10 - ^ Students must pass this assessment to pass the subject
- § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Pass requirement
The following components must be individually passed to pass the subject overall (PBL, OSCE, and Combined results from 2 x Tests). If a student fails a mandatory assessment item/subject, a resit opportunity will be scheduled and conducted as soon as practical after all of the summative assessments have been completed.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Computer-aided Test (Closed) | Test 1 - Student must be under invigilation to do the test. | 10.00% | Week 4 | 1,2,4,7 |
| Computer-aided Test (Closed) | Test 2 - Student must be under invigilation to do the test. | 20.00% | Week 7 | 1,2,3,4,5,7,8 |
| OSCE^ | OSCE | 50.00% | Week 7 | 2,3,5,9,10 |
| Presentation§ | Case Presentation - Seminar - group - submit week 6 and present week 7 | 20.00% | Week 7 | 6,7,8,10 |
| Problem-based Learning^ | Students will be assessed formatively (mid-subject) and summatively (end of subject) using a standardised PBL assessment form. | C | Ongoing | 1,2,3,4,5,6,7,8,10 |
- ^ Students must pass this assessment to pass the subject
- § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Pass requirement
The following components must be individually passed to pass the subject overall (PBL, OSCE, and Combined results from 2 x Tests). If a student fails a mandatory assessment item/subject, a resit opportunity will be scheduled and conducted as soon as practical after all of the summative assessments have been completed.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
This subject aims to address the Physiotherapy Practice Thresholds in Australia and Aotearoa, New Zealand. (Please refer to the subject supplement guide for mapping of the subject Learning Outcomes to the Physiotherapy Roles and Key Competencies outlined in the Physiotherapy Practice Thresholds in Australia and Aotearoa New Zealand).
Subject curriculum
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The role of the physiotherapist within the community setting
Community rehabilitation (managing participation impairments); Case Management – Physiotherapy roles (managing clients with multiple co-morbidities and complicated social circumstances); Using the WHO ICF (International Classification of Functioning, Disability and Health) model in clinical practice, including outlining environmental and personal barriers to participation; SMARTER goal setting and Goal Attainment Scale (GAS); Referral and delegation to other professions.
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Managing Clients with Impairments, Disability or Chronic Disease and/or Pain
A biopsychosocial approach to managing persons with chronic pain with an emphasis on children and adolescents; Coping with chronic disease, disability and/or life limiting conditions including the role of the physiotherapists and multi-disciplinary healthcare team (MDT).
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Typical and Atypical Development
The role of the physiotherapist in the paediatric setting including management of children presenting with atypical or delayed development, including: motor function impairments, development and learning issues; atypical development; ASD - Autism Spectrum Disorder; DD - Developmental Delay; II – Intellectual Disability; LD - Learning Disability; DCD – Developmental Coordination Disorder / Dyspraxia; Standardised paediatric assessment tools – NSMDA, TGMD2/3, Clinical observations (Neurodevelopmental)
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Physiotherapist Roles for Clients with Overweight or Obesity
The role of the physiotherapist working with children, adolescents and young adults with overweight or obesity, including; Assessment of motor skills and fitness in children and adolescents (health- and performance-related) – BOT2; Management options for overweight and obese children and adults; Long-term implications for persons with overweight and obesity including diabetes and heart disease; Working with persons with genetic / inherited conditions (e.g. Down Syndrome); Play as a therapeutic tool.
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Cerebral Palsy and Physiotherapy
The role of the physiotherapist working with children who have Cerebral Palsy using a family-centred model of care; Cerebral Palsy - Assessment and Treatment of Infants, children and adolescents with chronic neurological conditions (within home, school and clinic settings); Spasticity Management – Including knowledge about serial casting; 2-dimensional gait analysis – including application of standardised gait assessment tools; Equipment prescription for people with a motor disability (orthotic, protective and supportive devices); Neuromuscular disorders in children.
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Congenital Musculoskeletal Conditions of Infants and Physiotherapy for Women in the Pregnancy years
The role of the physiotherapist in assessing and treating children born with congenital musculoskeletal conditions. The role of the physiotherapist in assessing and managing; Congenital musculoskeletal conditions including: Developmental Dysplasia of the Hip (DDH); Talipes; Torticollis; Brachial Plexus Birth Palsy (BPBP); Infant assessments and handling; Screening and Assessment of children. Physiotherapy for women in the pregnancy years.
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Spina Bifida, Equipment Prescription and Athletes with a Disability.
Spina Bifida assessment of infants, children and adolescents; Advanced wheelchair and equipment prescription for children and adults; Transition from infant care to adult services; Screening and assessment of children with mobility impairments/limitations. Athletes with a disability - Management and treatment of athletes with a disability including classification of athletes with a disability with a view to life-long participation in physical activity.