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  • 1. COURSE OUTLINE Academic Organisation: School of Physiotherapy & Exercise Science Faculty: Griffith Health Credit point value: 15 Student Contribution Band: Band 2 Course level: Postgraduate Campus/Location/Learning Mode: Gold Coast / On Campus / In Person, In Field Convenor/s: Ms Suzanne Kuys (Gold Coast) Enrolment Restrictions: Restricted: Course must be listed in Program This document was last updated: 19 January 2006 BRIEF COURSE DESCRIPTION Continued development of clinical knowledge and skill, integrated with exercise and medical science knowledge base will occur in this course, with a focus on neurological disorders. Analysis of evidence- based practice of neurological physiotherapy will enable an evaluative approach to physiotherapy practice. The multidisciplinary approach to management of people with neurological disorders will be explored. The clinical application of knowledge and skills is a major feature of this course. Each student will complete a 4-week clinical unit that is included in the overall assessment of the course. Prerequisite: 7018PES Clinical Science II and 7020PES Practice of Physiotherapy III
  • 2. SECTION A – TEACHING, LEARNING AND ASSESSMENT COURSE AIMS The course aims to: Develop student entry-level physiotherapy skills for the assessment of the neurological, rehabilitation and elderly patient Develop student entry-level physiotherapy skills in the treatment planning of the neurological, rehabilitation and elderly patient Develop student entry-level physiotherapy skills in the implementation of treatment plan in the neurological, rehabilitation and elderly patient LEARNING OUTCOMES Upon completion of this course students will be able to: Integrate background knowledge of neuroanatomy and neurophysiology with the clinical presentation of clients with neurological disorders Plan and perform appropriate examination procedures, develop a diagnosis, management and evaluation plan for patients with disorders affecting the neurological system Apply and integrate relevant radiological and other diagnostic tests to the above conditions Discuss relevant research literature underpinning treatment choices for the above conditions Appreciate the ramifications for assessment procedures, treatment goal setting, and treatment selection and provision for patients with acute and chronic conditions and patients being managed in the community or hospital setting Apply and demonstrate outcome measures relevant to management of clients with the above conditions Demonstrate a comprehensive understanding of and ability in analysis of ‘normal/abnormal’ movement. Demonstrate ability to postulate mechanisms underlying ‘abnormal’ movement Demonstrate an understanding of the importance of a patient-centred and holistic approach to the management of the person with a neurological disorder Demonstrate an understanding of the continuum of patient care from initial presentation through to discharge planning Demonstrate understanding of the uses of various ambulation aids and other therapeutic equipment in the management of the person with a neurological disorder. Demonstrate appropriate and safe use of such equipment Appreciate the professional and referral responsibilities associated with working in an multidisciplinary health care team Demonstrate a strong ability in clinical reasoning Apply principles of quality assurance to their practice. Demonstrate ability in knowledge and reasoning, assessment and patient management, safety and professional issues 1
  • 3. CONTENT, ORGANISATION AND TEACHING STRATEGIES This course will be presented to students via several different strategies including lectures, laboratory or practical sessions and clinical placements. Written lecture and practical material will be made available to students throughout the semester. The course builds upon 7018PES Clinical Science II and 7020PES Practice of Physiotherapy III. Classroom practical sessions with peers and with patients will prepare the students to develop clinical competence. Opportunity to develop and refine clinical skills will be provided in both classroom and clinical settings. Wherever possible acute and chronic manifestations and patients across the age span will be treated. Assumed Knowledge: Students are assumed to have a knowledge and understanding of the following: • Neuroanatomy and neurophysiology underpinning all the neurological disorders covered in this course including the components and organisation of the nervous system and integrative functioning of the nervous system, • Neurology and neurosurgery: diagnosis, medical management, pharmacology related to the following conditions: Acute and chronic stroke Traumatic brain injury Acute spinal cord injury Degenerative neurological disorders: eg Parkinson’s disease, Alzheimer’s disease Peripheral nervous system disorders: eg Multiple sclerosis, Guillain Barre syndrome Attendance: Attendance at laboratory/practical sessions/coursework sessions is compulsory and a class roll will be taken at every session. Non-attendance of any session should be discussed with the Course Convenor prior to the session. Non- attendance of three (3) sessions in any one semester or course of study, without reasonable justification or medical certification (see below) will result in the deduction of 15% of the academic component of this course and students cannot be guaranteed that they will be able to be participate in their clinical placement. Non-attendance of three (3) sessions with reasonable / medical justification will mean that the student must take remedial action. These provisions are in place to ensure that the clinical competencies prescribed for this course are fulfilled, and that clinical placements can be safely completed without detriment to patients, to the facility and its staff, or to the student. Students should attend class appropriately attired to allow their participation as "patients" or "models". At all times students must follow the direction of the teaching staff and have high regard for their own safety, and the safety of others. The presence of children may contravene University Workplace Health and Safety policies - students should discuss this matter with the Course Convenor prior to bringing children to classes. Students are permitted to practice independently and unsupervised in rooms GO2_2.35 & 2.39 provided they have completed the appropriate paperwork available from the Course Convenor, and provided that guidelines for use and safe conduct are followed. Students are responsible for being familiar with the rules and regulations for unsupervised practice. Students are responsible for the care and maintenance of equipment and facilities during practice sessions. Only academic staff can grant access to rooms. CONTENT SUMMARY Students will participate in three-hour practical laboratory sessions and two-hour lecture sessions as detailed below. A practical examination will be held at the end of the lecture series. A laboratory manual will be available. This will include references to readings and questions pertaining to the laboratories. It is required that manuals are completed on entering clinical placement 5. 2
  • 4. The lectures and laboratories will complement each other providing students with theoretical knowledge and clinical application of the impairments, disabilities and handicaps associated with brain damage. The lecture and laboratory material covers aspects associated with brain and spinal cord damage. Specific neurological conditions will be covered by other assessment. A resource package will be produced for students on completion of presentations. Class: Day Room Time Lec1 Thursday G23_1.14/1.18/1.19 10:00-12:00 (Weeks –1 to 2) Lec2 Thursday G23_1.14/1.18/1.19 13:00-15:00 (Weeks –1 to 2) Lec3 Thursday G23_1.14/1.18/1.19 15:00-17:00 (Weeks –1 to 2) Lec4 Wednesday G23_1.14/1.18/1.19 08:00-10:00 (Weeks 4 to 6) Lec5 Wednesday G23_1.14/1.18/1.19 11:00-13:00 (Weeks 4 to 6) Lab1 Monday GO2_2.02/2.35/2.39 09:00–12:00 (Weeks –1 to 5) Lab2 Tuesday GO2_2.02/2.35/2.39 09:00–12:00 (Weeks –1 to 2) Lec1: Lecture 1; Lec2: Lecture 2; Lec3: Lecture 3; Lec4: Lecture 4; Lec5: Lecture 5; Lab1: Laboratory 1; Lab2: Laboratory 2. Date Lecture Content Tutorial/Laboratory Content Readings (lectures) 13 Feb 2006 Lab 1: Introduction to the Lec 1: Neurological Physiotherapy semester and course and Lec 2: Upper Motor Neurone Lesion discussion of course outline Carr & Shepherd (2003) Ch 1, 4, 6 Lec 3: Retraining Functional Lab 2: Neurological / Movement – rolling, sitting and Functional Assessment standing up 20 Feb 2006 Lec 1: Assessment and retraining Lab 1: Retraining functional Carr & Shepherd lower limb function and walking movement (2003) Ch 2,3 Lec 2: Assessment and retraining of Moseley (1993) balance AJP, 39: 259- Lab 2: Retraining lower limb Lec 3: Vestibular assessment and function and walking 267. Moores retraining (NJ) (1993) AJP, 39: 271-278. 27 Feb 2006 Lec 1: Spinal Cord Injury (LM) Lab 1: Retraining upper limb Carr & Shepherd function (2003) Ch 5 Sem Wk 1 Lec 2: Assessment and retraining upper limb function – reaching and Lab 2: Retraining balance/ manipulation vestibular Lec 3: Amputees (HB) 6 March Lec 1: Movement Disorders Lab 1: Spinal Cord Injury (LM) Carr & Shepherd 2006 (1998) Ch 12 Lec 2: Acute Neurological Sem Wk 2 Management (JG) Carr & Shepherd Lab 2: Amputees (BL) ALL AM 1998 Ch 10 Lec 3: Traumatic Brain Injury (JG) 13 March Lec 4: Retraining sensory, perceptual Lab 1: Traumatic Brain Injury Carr & Shepherd 2006 and behavioural deficits (PAH Mon pm Masters; (2003) Ch 1, 6 Tuesday pm DD) 13.30 start. Sem Wk 3 Lec 5: Paediatric Brain Injury (PI) Plummer et al Lec on Wed (Masters + 5 Mon AM PPIV; 2003 Physical The Rehabilitation Environment DD Mon pm PPIV) Therapy 83, 8: 732-740 3
  • 5. 20 March Case Presentations PPIV and PPV Lab 1: Seating; Wheelchair (http://www.health 2006 all day (All Students) prescription .qld.gov.au/qscis/i nfo_equipment.as Sem Wk 4 p) Lec on Wed 27 March Practical Examination 2006 (Tuesday/Monday) Sem Wk 5 3 April 2006 Clinical Units 5/6 10 April 2006 Clinical Units 5/6 17 April 2006 Clinical Units 5/6 24 April 2006 Clinical Units 5/6 1 May 2006 Clinical Units 5/6 8 May 2006 Clinical Units 5/6 15 May 2006 Clinical Units 5/6 22 May 2006 Clinical Units 5/6 29 May 2006 Clinical Units 5/6 5 June 2006 Break Week 12 June Aquatic physiotherapy for Lab: Aquatic Physiotherapy 2006 neurological conditions (JL) TBC TBA 19 June 2006 26 June Written exam 9am 2006 ASSESSMENT Summary of Assessment Item Assessment Task Length Weighting Total Due Date and Time Marks 1. Neurological Condition 15 minutes 10% 25 22 March 2006 Presentation th 2. Practical Examination – 30 Minutes 20% 50 27/28 March 2006 Technique and Clinical Reasoning 3. Written Exam 2 Hours 30% 100 26 June 2006 4. Clinical Unit 5 Progressive 40% Students must pass both classroom based and clinically based assessments to pass this course. If a student fails the classroom based or clinical based assessment component and they achieve an overall course grade of greater than 50%, the student will be given an SP grade. Note that an SP grade will not be considered as a passing grade for Practice of Physiotherapy V. 4
  • 6. Assessment Item 1 Neurological Condition Presentation The aim of this assignment is to expand your knowledge and clinical reasoning skills in a variety of neurological conditions and asks that you apply your skills in assessment and treatment of these patients. This assignment asks you to present information on your topic in a 15-minute presentation including questions. This assignment will challenge you to present relevant and up-to-date research on this topic as well as your descriptions of the typical presentation of a patient with this condition, diagnostic criteria or differential diagnoses, a physiotherapy assessment, evidence-based treatments and techniques and the short term and long term management of such a patient with this condition. The topics are listed below as well as the criterion based marking sheet for the oral presentation. Students will work in groups of 3 for this assignment. Given this assignment will provide detailed information on a number of neurological conditions, which are not covered in class, all students must attend the presentations to have obtained entry level knowledge about these conditions one may encounter on clinical placements. Students will be required to submit an electronic version of their presentation to the Course Convenor at the time of the presentation. Each presentation will be posted on Learning@Griffith website to share with your colleagues. Students who do not attend the presentations nor submit an electronic version of their presentation will receive a 0 mark for the oral presentation assessment item. Topics: Multiple sclerosis Acoustic Neuroma Guillain Barre Duchenne Muscular Dystrophy Post Polio Syndrome Subarachnoid Haemorrhage Erb’s / Bells Palsy Lateral Medullary Syndrome Huntington’s Disease Pusher Syndrome Spina Bifida Lacunar Infarcts Cerebral Palsy Brain Stem Lesions Motor Neurone Disease Peripheral Nerve Injuries – e.g Brachial Plexus Injury Cerebellar Ataxia Amyotrophic Lateral Sclerosis 5
  • 7. Marking Sheet Assessment Item 1 Seminar Presentation Mark CONCEPTUAL STRUCTURE AND RESEARCH GRAMMAR, SPELLING, % CLARITY DEVELOPMENT BASE PRESENTATION (5-marks/20%) (10-marks/40%) (5-marks/20%) (5-marks/20%) All content Presentation follows clear, logical Extensive use No grammar or spelling 100 highly relevant sequence. of relevant mistakes. All sources to the topic Clearly and effectively discussed research data referenced correctly. the typical presentation, and theory to Professional presentation physiotherapy assessment and support throughout. All issues management of selected analysis Audience involvement and 90 analysed neurological condition. Excellent interest sustained thoroughly clinical reasoning demonstrated. throughout. Relevant differential diagnoses Questions promptly identified and rationales provided answered based on sound physiological principles. Content Presentation follows logical Evidence of Presentation style clear and 80 consistently sequence and demonstrates extensive effective. Consistent use of relevant to the effective use of proportion and research. standard grammar and topic. emphasis. punctuation. Good Typical presentation, Some use of presentation. All sources Sound and physiotherapy assessment and relevant referenced correctly. clear analysis of management of selected research data Audience interest mostly 70 all issues neurological condition discussed and theory to maintained. though not all aspects covered. support Reasonable attempt made Some clinical reasoning evident. analysis on answering questions. Most of the relevant differential diagnoses identified Majority of the Structure and plan of assignment Some Presentation style 60 content relevant apparent but development and evidence of adequate. Voice not to the topic. emphasis inconsistent. research. modulating, audience Typical presentation, interest barely maintained. Effective physiotherapy assessment and Occasional Faltering presentation, analysis of management of selected use of though all aspects covered. major issues neurological condition discussed relevant Some spelling and grammar 50 only at basic level. research data errors. References missing Some differential diagnoses and theory to and/or not in academic included. Limited clinical support style. Unable to answer all reasoning evident. findings questions. Slides too busy. Less than half Structure and plan only vaguely Demonstrates Frequent spelling and 40 the content evident. very limited grammar errors. Frequent relevant to the Little or no discussion of typical research with errors in information topic. presentation, physiotherapy no or very portrayed. assessment and management of limited support Only minimal selected neurological condition. material Poor presentation with 30 analysis of No differential diagnoses included. presented minimal interest displayed issues No clinical reasoning evident. by audience. Unable to answer questions. Not relevant or No evidence of planned structure Demonstrates Presentation style very 20 only vaguely to the report. no evidence of poor. Unable to answer relevant to Proportion and emphasis research. No questions. Errors on slides. topic. consistently inappropriate use of Inappropriate word choice. No analysis research data Many spelling mistakes. Did not discuss presenting or theoretical Very poor presentation. No 10 condition and relevance to clinical framework references. management of the patient. 6
  • 8. Assessment Item 2 – Practical Examination – Technique and Clinical Reasoning The purpose of the practical examination is to assess the student’s ability to: Perform neurological assessment and practical techniques Demonstrate in-depth understanding of neurological conditions Design a treatment plan and justify your clinical reasoning for the chosen intervention Provide evidence for the effectiveness of a particular intervention Communicate effectively with the patient and plan overall management from holistic perspective Each student will be provided with the clinical notes for a patient who will require neurological physiotherapy assessment and intervention. The clinical notes will be provided to the student 30 minutes prior to the practical examination. For this patient each student will be requested to: Demonstrate knowledge of presenting condition including aetiology, pathophysiology, and typical presentation. Demonstrate a particular assessment technique (for example coordination, spasticity) and/or a practical intervention technique (eg retraining sit to stand) Interpret the clinical notes and design a treatment plan including long term and short term treatment goals Discuss relevant clinical evidence for the effectiveness of a particular intervention A sample viva examination question and the marking scheme are attached. Sample question Mrs H suffered a (L) CVA two weeks ago and was admitted to your rehabilitation unit yesterday. The physiotherapist on the Acute Medical Unit has telephoned informing you that the patient requires two- person assist for transfers and has no active movement in her upper limb. 1. What is the typical presentation you would expect with a left sided CVA? 2. Demonstrate how you would assess sitting balance. Include an interview and physical examination in your assessment. 3. Demonstrate an exercise you would prescribe to strengthen a lower limb muscle and discuss how you would progress this exercise for this patient. 7
  • 9. Marking Sheet Assessment Item 2 – Practical Examination Mark CLINICAL KNOWLEDGE AND Effectiveness, accuracy and safety of EVIDENCE Mark REASONING assessment/treatment technique BASE (%) 20 marks/40% 25 marks/50% 5 marks/10% Excellent knowledge base. Case Technique/s performed safely, Extensive use 100 study correctly interpreted, all accurately and effectively. Appropriate of relevant relevant aspects identified and sequence of the technique/s used. evidence in related to presenting signs and Excellent manual handling skills response to Excellen symptoms. In-depth knowledge of demonstrated throughout. Safety and questions t aetiology and pathophysiology of comfort of patient and therapist pertaining to condition demonstrated. All considered throughout performance. the case 90 questions answered in well Therapist positioned perfectly study. thought out manner without throughout technique/s. prompting. Demonstrates Clear and comprehensive explanation of advanced knowledge. purpose of and expectations of the technique using appropriate terminology for the patient. Sound knowledge base of Technique/s performed very well. Moderate use 80 aetiology and pathophysiology Manual skills for assessment/ treatment of relevant demonstrated. Reasonable technique good. Appropriate sequence evidence in interpretation made of case study used. Safety and comfort of patient and response to information. The clinical relevance therapist considered throughout most of questions Very of presenting signs and symptoms the performance. pertaining to good mostly identified. Questions Explanations clear regarding purpose the case mostly answered in well thought and expectations of assessment study. 70 out manner with minimal technique. Appropriate language and prompting. terminology used. Fair knowledge base of aetiology Assessment/treatment technique/s Some 60 and pathophysiology performed at reasonable level. research demonstrated. Interpreting and Response achieved would have been evidence used identifying relevance of clinical adequate to base clinical decision on. in response to information limited. Safety for patient and therapist questions and Average Answers to questions adequate. Patient uncomfortable during in demonstrated limited some parts of technique. Explanations development 50 understanding of underpinning and instructions to patients not always of patient knowledge. Questions required clear. Language and terminology not management significant prompting. always appropriate to patient. plan. Knowledge base of aetiology and Techniques/ performed poorly and Demonstrates 40 pathophysiology inadequate. unlikely to have provided appropriate very limited Unable to interpret or understand clinical information. Incorrect research the relevance of clinical technique/s performed. Patient safe evidence. Below information. during technique, therapist mostly safe Average Unable to answer questions during technique. Patient frequently correctly despite prompting. uncomfortable during technique/s. 30 Explanations and instructions to patient unclear and/or inappropriate. No evidence of understanding of Technique/s performed incorrectly or Demonstrates 20 aetiology, pathophysiology, signs incorrect technique performed. No no evidence of and symptoms of clinical explanations or instructions provided to research in conditions presented in case patient. Patient not comfortable or safe questions and Fail study. Unable to answer during technique. Therapist not safely patient plan. questions despite significant positioned during technique. 10 prompting. 8
  • 10. Assessment Item 3 – Written Examination Each student is to complete a 2-hour written examination that will cover the lecture and laboratory material of the entire semester. Assessment Item 4 – Clinical Unit 5 On clinical placements the student’s performance will be assessed on a progressive basis to enable formative assessment and feedback on their performance as well as summative assessment (to provide an overall mark by the end of the unit). In particular, the student will be progressively assessed until the midpoint of the unit and will perform a specific patient examination and treatment (or relevant task in a non- clinical setting eg. industry) at the midpoint and will receive feedback from these modes of assessment. During the second half of the placement, both progressive assessment and an end of unit one-off assessment of specific performance will be conducted with the final mark being an average of the marks of those two pieces of assessment. Again the student will receive feedback on their performance and will be encouraged to set priorities for their self-directed learning agendas. The assessment is based upon competencies demonstrated in clinical unit 5 (the neurological unit). Marking sheets for clinical units are found in your clinical information package. Students must pass both classroom based and clinically based assessments to pass this course. If a student fails the classroom based or clinical based assessment component and they achieve an overall course grade of greater than 50%, the student will be given an SP grade. Note that an SP grade will not be considered as a passing grade for Practice of Physiotherapy V. Return of Assessment Items Results of presentations, viva and written examinations will be posted outside convenors office within a reasonable time frame after the due date of each assessment item. Written assignments will be available for return approximately 4 weeks after the due date of each assignment. Feedback on each assessment item will be available to students from the course convenor for a period of 2 weeks following the return or posting of results of the assessment item. Criteria based marking will be used, and there will be no scaling of marks. Allocation of grades will be according to Griffith University Assessment Policy: High Distinction (HD) > 85% Distinction (D) 75% - 84% Credit (C) 65% - 74% Pass (P) 50% - 64% Pass Conceded (PC) 48%-49% Fail (F) < 48% If a student gains a Pass Conceded, then the course cannot be used as a prerequisite for another course. Please consult the Griffith University handbook for all procedures associated with process to be followed if students are in circumstances, which might adversely influence their progress and performance in the course. 9
  • 11. GRADUATE SKILLS The Griffith Graduate Statement states the characteristics that the University seeks to engender in its graduates through its degree programs. Convenors are encouraged to make reference to graduate skills development within the subsections Learning Outcomes, Content, Organisation and Teaching Strategies and Assessment. In this section, convenors are required to summarise how this course contributes to the development of all or some of these graduate skills by checking the appropriate boxes in the following table. Assessed Practised Graduate Skills Taught Effective communication (written) Effective communication (oral) Effective communication (interpersonal) Information literacy Problem solving Critical evaluation Work autonomously Work in teams Creativity and innovation Ethical behaviour in social / professional / work environments Responsible, effective citizenship Professional Skills Professional skills developed by students during the Griffith University physiotherapy degree programs are comprehensive, based upon and comply with a number of sources including primarily the Griffith University physiotherapy program objectives and the Australian Physiotherapy Competency Skills document. In addition, the successful Griffith Physiotherapy graduate shall possess core values and skills of the Griffith Graduate Statement (as above), the Australian Physiotherapy Association (APA) Vision for Physiotherapy, the APA Code of Conduct and Ethical Principles and other sources related to professional behaviour. TEACHING TEAM Convenors are required to provide information about the teaching team. For courses offered at more than one campus, the following table may be copied for each campus, or columns may be added/deleted as required. Course Convenor Convenor Details Gold Coast Campus Convenor Suzanne Kuys Email s.kuys@griffith.edu.au Office Location GO2 1.18 (Clinical Science 1 building, Gold Coast campus) Phone 555 27087 10
  • 12. Fax 555 28674 Consultation times Mondays, Tuesdays and Thursdays Additional teaching team members Additional teaching team members include: Ms Heather Batten Ms Janelle Gesch Ms Natalie Johnson Ms Penny Ireland Mrs Judy Larsen Mr Barry Leech Mrs Lucy Maugham Mrs Maryann Schubert COURSE COMMUNICATIONS At all times students are encouraged to contact the Course Convenor or the Physiotherapy Administration Officer (Jenny Dimento) if they have any queries about this course or the program. Mrs Suzanne Kuys Tel: 07 5552 7087 Fax: 07 5552 8674 Email: s.kuys@griffith.edu.au Jenny Dimento: Tel: 07 5552 8922 Fax: 07 5552 8674 Email: J.Dimento@griffith.edu.au Lecture material and other support documents pertaining to the course will be posted on the Learning@Griffith website. Students are encouraged to check this on a regular basis. TEXTS AND SUPPORTING MATERIALS Texts • (*) Carr J & Shepherd R. (2003 ) Stroke Rehabilitation, Butterworth Heinemann, Oxford. • Carr J & Shepherd R. (1998) Neurological Rehabilitation – Optimizing Motor Performance, Butterworth Heinemann, Oxford. • (*)Hill K., et al (2005) Manual for clinical outcome measurement in adult neurological physiotherapy. APA Neurology Special Interest Group (Victoria). (Available from the APA Office Melbourne – see attached application form) • (*) Stokes M. (2004) Physical Management in Neurological Physiotherapy. Mosby London Other Supporting Material The books with (*) are held on closed reserve in the Griffith University Library. • Davies P.M., (1990) Steps to Follow, Springer-verlag, Germany • Davies P.M., (1990) Right in the Middle, Springer-verlag, Germany • Davies P.M., (1998) Starting Again, Springer-verlag, Germany • (*)Umphred, D. A. (2001) Neurological Rehabilitation. Mosby, London. th • Kandel E., Schwartz JH. Jessell TM (2000) Principles of Neuroscience. 4 Ed. Appleton-Lange, Connecticut. • Morris M, et al (1995) Moving ahead with Parkinson' a guide to improving mobility in people with s: Parkinson' Kingston Centre, Victorial. s. • Refshauge K et al (2005) Science Based Rehabilitation. Butterworth Heinemann, Oxford. rd • De Lisa J A., Gans B M., (eds) (1998) Rehabilitation medicine: principles and practice. 3 edition. Lippincott-Raven, Philadelphia. • Edwards S E (ed.) (2002) Neurological Physiotherapy: a problem-solving approach. Churchill Livingstone New York • Bertoti DB (2004) Functional Neurorehabiltiation Through The Lifespan. FA Davis, Philadelphia 11
  • 13. ABN 89 004 265 150 Quantity Price !" # " !# $% & proof of student status is required _____ _______ please send copy of student card with orders Quantity Price ! !! ' ( ) * + ! ) , ' * # , ( % Quantity Price " !" # " !# , ' * # , ( - . POSTAGE & HANDLING !" # $% &' # ( ) *"! # * ( ) ///////////////// % ! + , ,! ! - * ." / ./ 0 + 1 2 ! 3 ! 3 , . ////////////////// , # + ! # 4 0 5 6 ' ) 0 1!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! $ 1!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ) 1 !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 2 , #$ 1 !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! $ 1 !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 3 1 !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 3 1 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 6'$ # 7 )3) 5 14 4 4 4 4 4 4 4 4 4 4 4 4 % 8 )9: !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! , ) 3 , , ) 2 , 1 ο; < ο5 2 ο= ο: 2 2 !1 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 ! ' > , 1 # $ 1 4 4 4 4 4 4 4 4 4 4 4 4 4 4 !! 2 ? 1 !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ! ( ! # 4 6 0 77 6 0 !1 0 1 00 6 ! ' 8 9:9; ) 2 2 , 1 4$ %&<;%: <: 84$ %&<;%: < << = 4 > 77 6 ? 1 0 1 > 0 > 12
  • 14. SECTION B – ADDITIONAL COURSE INFORMATION PRACTICAL/VIVA EXAMINATIONS Practical/Viva examinations are intended to assess student’s competency and effectiveness at performing practical and clinical reasoning skills prior to participation in Clinical Unit 5. Students must demonstrate competence in the practical/viva examinations prior to commencing the clinical unit. Should a student fail a practical examination, they will be required to re-sit the exam. Students who pass the second examination will receive their initial grade for the examination but will be allowed to commence Clinical Unit 5. Should a student fail the second examination the student will be required to show cause to the Course Convenor as well as the Senior Lecturer in Clinical Education as to why they should be permitted to participate in Clinical Unit 5. The Course Convenor and the Senior Lecturer Clinical Education may consult with any appropriate persons and will make a final determination as to whether or not the student is permitted to commence the clinical unit. EXTENSIONS Extensions for assignments will not be given automatically. Each request for an extension will be judged on a case-by-case basis with the final decision to grant/reject an extension application to be made by the Course Convenor. Students seeking an extension or change are encouraged to submit their request early. Extensions/changes will only be considered after evidence of significant application/progress to the coursework/assignment has been demonstrated. LATE SUBMISSION: Late submission of any assessment items will incur penalties as follows: 1 day late - item will be marked at 85% of original assessment value (e.g. item assessment value of 30% will be marked out of 25.5%) 2 days late - item will be marked at 70% of original assessment value (e.g. item assessment value of 30% will be marked out of 21%) 3 days late - item will be marked at 50% of original assessment value (e.g. item assessment value of 30% will be marked out of 15%) 4 days late - item will not be marked (e.g. item assessment value of 30% will receive 0%) Students are expected to coordinate assessment schedules for all courses studied during a semester in a timely manner in order to avoid late submissions. ASSESSMENT OF CLINICAL COMPETENCE In 7023PES Practice of Physiotherapy V, clinical assessment is worth 40% of the total course mark. Assessment is based upon competencies demonstrated in Clinical Unit 5. Marking sheets for clinical units are found in the student clinical information package. Each student’s performance on clinical placement will be assessed on a progressive basis to enable formative assessment and feedback on performance as well as summative assessment (to provide an overall mark by the end of the unit). A clinical unit assessment form will be completed for use during the mid unit formative (feedback) session and at the end of unit to give the student their final grade for the unit (summative assessment). No grading will be given during the mid unit formative feedback. The clinical educator at the end of the clinical placement will recommend a grade. The final grade will reflect the student performance across the entire clinical unit, however the second half of the unit will contribute most to the final summative assessment. At each assessment point, the student will receive feedback on their performance and will be encouraged to set priorities for their self-directed learning agendas. Students should note that the final decision regarding the clinical unit grade rests with the Senior Lecturer in Clinical Education. For complete details of assessment in clinical units students should refer to the clinical education policy and procedures manual. 13
  • 15. MINIMUM REQUIREMENT TO ACHIEVE A PASSING GRADE IN PRACTICE OF PHYSIOTHERAPY V Supplementary Examinations This course will require a grade of PASS (P) (or better) to be regarded as a passing grade. A Pass Conceded (PC) is deemed insufficient to be regarded as a passing grade. Students who receive a PC grade will (subject to approval from the Faculty Assessment Board) be awarded a supplementary examination (SP). The format of the supplementary examination will be determined by the course Convenor, in accordance with Griffith University Assessment Policy. If the student does not pass the supplementary examination, the grade will revert back to a PC grade. Students must pass both academic and clinically based assessments to pass this course. If a student fails the academic or clinical based assessment component and they achieve an overall course grade of 50% or greater, the student will be given an SP grade. Note that an SP grade will not be considered as a passing grade for Practice of Physiotherapy V. Specifically, if a student passes the academic component of the course and fails a clinical unit, they have not reached a competency standard to make them eligible for graduation from Griffith University. To ensure competency, the student will be required to complete a supplementary clinical unit. The format of the supplementary clinical unit will be decided by a committee comprising the Course Convenor, the senior lecturer in clinical education at Griffith University and the clinical educator, in accordance with Griffith University Assessment Policy. If a student passes the clinical component of the course, but fails the academic component of the course they will be required to complete a supplementary examination. The format of the supplementary examination will be decided by the Course Convenor, in accordance with Griffith University Assessment Policy. MEDICAL CERTIFICATES The following extract is taken from the Griffith University Undergraduate Studies Handbook and relates to deferred assessment. This policy will be strictly enforced. Students may apply for Deferred Assessment if they were prevented from performing an assessment item on the grounds of illness, accident, disability, bereavement or other compassionate circumstances. Students applying for deferred assessment on medical grounds must submit a medical certificate from a registered medical or dental practitioner stating: (i) The date on which the practitioner examined the student; (ii) The severity and duration of the complaint; (iii) The practitioner' opinion of the effect of the complaint on the student' ability to undertake the s s assessment item A statement that the student was "not fit for duty" or was suffering from a "medical condition" will not be accepted unless the information required in (i), (ii) and (iii) above is included. A copy of the recommended student medical certificate for use by Griffith University students is attached. It is the student’s responsibility to ensure they are familiar with this material. PLAGIARISM Plagiarism will not be tolerated in 7023PES Practice of Physiotherapy V. The following extract from the Griffith University Undergraduate Handbook outlines what will be considered academic misconduct on the students' behalf. Students must conduct their studies at the University honestly, ethically and in accordance with accepted standards of academic conduct. Any form of academic conduct that is contrary to these standards is academic misconduct, for which the University may penalise a student. Specifically it is academic misconduct for a student to: 14
  • 16. • Present copied, falsified or improperly obtained data as if it were the result of laboratory work, field trips or other investigatory work; • Include in the student' individual work material which is the result of significant assistance from s another person if that assistance was unacceptable according to the instructions or guidelines for that work; • Assist another student in the presentation of that student' individual work in a way that is s unacceptable according to the instructions or guidelines for that work; • Cheat; (cheating is dishonest conduct in assessment); • Plagiarise; (plagiarism is knowingly presenting the work or property of another person as if it were one' own). s For full information about Griffith University’s guidelines regarding academic misconduct or plagiarism see www.gu.edu.au/ua/aa/ppm/pae/content/StudAppeals_Pol_fs.html. Another site you might find useful is the learning assistance units information about how to quote references – see www.gu.edu.au/ins/lils/lau/frameset4.html and click on references and you will find plenty of useful information. All physiotherapy courses in the BPhty/BExSc program require compliance by students of the Student Charter, available at: http://www.griffith.edu.au/cgi- bin/frameit?http://www.griffith.edu.au:80/ua/aa/secretariat/studentcharter/content01.html In Clinical Placements, physiotherapy students are expected to conduct themselves according to the standards set by the University for student behaviour, according to the professional standards set by the Course Convenor and Senior Lecturer in Clinical Education for clinical placements and the ethical guidelines of the Australian Physiotherapy Association. Under Griffith University policy, 7023PES Practice of Physiotherapy V is a designated course for exclusion, i.e., a course comprising a clinical placement setting where failure may be associated with unprofessional conduct and/or client-at-risk conduct, and where the option of allowing the student back for another clinical placement may be problematic. For details see policy document "Inability to complete required components of professional qualification" which can be found at: http://www62.gu.edu.au/policylibrary.nsf Where it is noted that a student has been in breach of the Student Charter or the expected standards of appropriate, ethical behaviour the Course Convenor has the right to: - Discuss the behaviour with the student - Note the behaviour on an incident report (to be signed by both the student and staff) - Refer the behaviour to the Physiotherapy Program Convenor - Institute or require remedial action of the student, as appropriate If the student’s behaviour does not improve to a level appropriate for acceptable professional conduct, students may be required to present to a School Academic committee (to be advised). 15
  • 17. SECTION C – KEY UNIVERSITY INFORMATION ACADEMIC MISCONDUCT Students must conduct their studies at the University honestly, ethically and in accordance with accepted standards of academic conduct. Any form of academic conduct that is contrary to these standards is academic misconduct, for which the University may penalise a student. Specifically it is academic misconduct for a student to: present copied, falsified or improperly obtained data as if it were the result of laboratory work, field trips or other investigatory work; include in the student' individual work material that is the result of significant assistance s from another person if that assistance was unacceptable according to the instructions or guidelines for that work; assist another student in the presentation of that student' individual work in a way that is s unacceptable according to the instructions or guidelines for that work; cheat; (Cheating is dishonest conduct in assessment); plagiarise (Plagiarism is knowingly presenting the work or property of another person as if it were one' own.) s Visit the University’s Policy on Academic Misconduct for further details. KEY STUDENT-RELATED POLICIES All University policy documents are accessible to students via the University’s Policy Library website at: www.griffith.edu.au/policylibrary. Links to key policy documents are included below for easy reference: Student Charter Academic Standing, Progression and Exclusion Policy Student Administration Policy Policy on Student Grievances and Appeals Assessment Policy Examinations Timetabling Policy and Procedures Academic Calendar Guideline on Student E-Mail Health and Safety Policy UNIVERSITY SUPPORT RESOURCES The University provides many facilities and support services to assist students in their studies. Links to information about University support resources available to students are included below for easy reference: Learning Centres - the University provides access to common use computing facilities for educational purposes. For details visit www.griffith.edu.au/cuse Learning@Griffith - there is a dedicated website for this course via the Learning@Griffith student portal. Student Services facilitate student access to and success at their academic studies. Student Services includes: Careers and Employment Service; Chaplaincy; Counselling Service; Health Service; Student Equity Services (incorporating the Disabilities Service); and the Welfare Office. Learning Services within the Division of Information Services provides learning support in three skill areas: computing skills; library skills; and academic skills. The study skills resources on the website include self- help tasks focusing on critical thinking, exam skills, note taking, preparing presentations, referencing, writing, proof reading, and time management. 16