Report on Graduate Quality exemplar

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Report on Graduate Quality exemplar

  1. 1. Report on graduate quality exemplar Course Bachelor of Physiotherapy (IPBZ) Course Team Third year clinical teaching staff Mr Ian Fulton, Dr Marie Williams, Ms Frances Blaney, Ms Heather Bean, Ms Pauline Harris, Ms Maureen McEvoy, Dr Andrea Warden-Flood Course Coordinator Ms Frances Blaney Leader Dr Marie Williams & Ms Frances Blaney Date: 18th August 2000 1
  2. 2. Contents: Page 1 Background and implementation issues 3 2 Development of Graduate Quality 7 – Neurological Physiotherapy 300 4 3 Development of Graduate Quality 7 – Paediatric Physiotherapy 300 5 4 Development of Graduate Quality 7 – Cardiorespiratory 6 Physiotherapy 300 5 Development of Graduate Quality 7 – Musculoskeletal Physiotherapy 7 300 6 Assessment of Overall Graduate Qualities Education 8 7 Lessons Learnt 10 8 Product outcomes 11 (a) Subject statements • Cardiorespiratory Physiotherapy 300 • Paediatric Physiotherapy 300 • Neurological Physiotherapy 300 • Musculoskeletal Physiotherapy 300 (b) Clinical Reports 18 • Cardiorespiratory Physiotherapy 300 • Paediatric Physiotherapy 300 • Neurological Physiotherapy 300 • Musculoskeletal Physiotherapy 300 Appendices: 30 1 a) Statement provided at orientation session b) Statement included in third year manuals /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 2
  3. 3. 1 Background and Implementation Issues The undergraduate physiotherapy program was faced with two educational issues, which required embedding within the curricula. The first was the explicit inclusion of the University of South Australia’s Graduate Qualities (GQs). The second was the transparent inclusion of the competencies expected of a newly graduated physiotherapist. The aim of this project team was to develop and embed the GQs and the Physiotherapy Competencies into the core clinical subjects throughout the third year of the undergraduate degree during 2000. These subjects are: Subject Subject Credit Coordinator Code points 08373 Musculoskeletal Physiotherapy 300 6 Mr Ian Fulton & Ms Maureen McEvoy 08359 Cardiorespiratory Physiotherapy 300 6 Dr Marie Williams & Ms Frances Blaney 08376 Paediatric Physiotherapy 300 6 Ms Pauline Harris 08374 Neurological Physiotherapy 300 6 Dr Andrea Warden-Flood & Ms Heather Bean The subject co-ordinators met at a planning day to discuss ways in which to actively recognise the GQs within these subjects and to co-operatively and consistently embed these in all four core subject areas in the third year of the course. The team reviewed the 1999 documentation and curricula for these subjects, identified which GQs were currently present and transparently assessed within these subjects, identified which GQs were not obvious or assessed, determined how the GQs could be explicitly incorporated and what forms of assessment would monitor the achievement of the GQs. The four subject co-ordinators felt that these subjects currently encompassed the majority of GQs with the exception of Graduate Quality 7 (international perspective) but felt that the GQs needed to be made explicit in content and assessment to both staff and students. Action arising from the planning day: • A statement concerning GQs and physiotherapy competencies will be provided to all third year students at the orientation session. This statement will explain how these GQs and competencies will be included in assessment forms. In addition, subject co-ordinators will embed this statement in Procedure manuals for each core subject (Appendix 1a and 1b). • GQs and physiotherapy competencies are to be incorporated into assessment forms for each of the four core subjects. As the common assessment form between these 4 subjects is the “Clinical Report”, it was decided that in the first instance, this form would be revised to include these GQs and physiotherapy competencies. Any additional assessment forms may be revised by the subject co-ordinator. • Explicit recognition of GQ 7 as being deficient in these four subjects. It was agreed that each subject co-ordinator would embed a mechanism to develop international perspectives in their subject. To reduce duplication and trial different methods of achieving this aim, each subject co-ordinator will produce a method of explicitly recognising and assessing this GQ. • As all four subjects have a two-hour theoretical examination at the end of the semester, it was agreed that a “bonus mark” question would be included in 2 of these examination papers (thus capturing all third year students) which would ask students to list the GQs of this University. This method of assessment will determine how successful the team (and University) has been in educating students of the existence of these GQs. /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 3
  4. 4. 2 Development of Graduate Quality 7 – Neurological Physiotherapy 300 Activities: The following components will contribute to the development of this graduate quality in students undertaking this subject. 1. Disability in context: A 1-hour presentation using two community based rehabilitation programs in Mexico as an example to demonstrate issues surrounding disability. These include: • secondary problems in the absence of appropriate therapy; • implication of cultural, financial, political and service provision constraints on the experience of disability; • the relevance of the above to situations in Australia. 2. Tutorial on approaches to neurological rehabilitation: This session compares and contrasts the main approaches in neurological rehabilitation. It discusses the development of the three main approaches (Bobath in England, PNF in USA and motor re-learning program in Sydney) and their potential influence on therapeutic bias in various countries. Hence it prepares students to have a critical approach to therapy either in Australia or overseas where one approach may predominate. 3. Case studies: During their clinical program students will undertake and discuss in small groups a series of case studies. Two of these have been adapted to focus more on issues of aboriginal clients and clients of an ethnic minority group. This will require students to consider and discuss issues around cross-cultural therapeutic relationships and discharge planning. 4. Contact with clients from a variety of ethnic backgrounds: As part of their clinical placement students will be involved in providing therapy for clients from a range of ethnic backgrounds. This gives students the chance to utilise the skills and attitudes that they are developing through the course. Clinical educators will be encouraged to facilitate students learning from these practical situations. This may involve using an interpreter, developing sensitivity to cultural differences, planning for appropriate services for clients on discharge etc. Assessment: No formal assessment was designed. /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 4
  5. 5. 3 Development of Graduate Quality 7 – Paediatric Physiotherapy 300 This subject planned to integrate an international perspective within the current curriculum by highlighting cultural differences through the use of patient scenarios and situations related to paediatric physiotherapy management. Examples of this include discussion during tutorials / lectures of issues of cultural child rearing practices such as swaddling and carrying versus play-pens and walkers; eye-contact, discipline practices, parent interaction and involvement in treatment. While the Clinical Report form was altered to explicitly include the GQs, no additional formal classes were created or specific assignments set. Assessment: Assessment of this GQ was via the inclusion of a formal question in the two-hour theoretical examination at the end of semester 1, 2000. The question was: “Question 4 You are working in the country at a community hospital; you have a severely disabled seven year old girl with spastic quadriplegia on your caseload. She attends the special unit in the closest large town but lives in a smaller community nearby. She has just moved from interstate so she has no equipment for positioning or mobility and the family must return the wheelchair that they were loaned to make the move. a) What equipment would you request from CCA and how would you justify your requests taking into account therapeutic aims? (10 marks) b) What would your first strategies be if this family had Vietnamese as a first language with only minimal English? (2 marks) Overall, part b) of this question was appropriately and perceptively answered by 33 students. Of a possible 2 marks, the mean mark was 1.5 (SD 0.5), minimum mark was 0.5 and maximum mark of 2. /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 5
  6. 6. 4 Development of Graduate Quality 7 – Cardiorespiratory Physiotherapy 300 Activities: An Internet based assignment was planned and conducted which required each student enrolled in CR 300 to contact and collect information from a physiotherapy educator or student enrolled in a School of Physiotherapy outside of Australia or New Zealand. Each student was allocated a cardiorespiratory patient scenario, which was downloaded, from the subject homepage of UniSAnet. This scenario provided basic information concerning a patient presentation. Three questions concerning the physiotherapy assessment and management of this patient were posed. Students were required to contact a School of Physiotherapy outside of Australia and New Zealand in order to establish contact with a staff member or physiotherapy student. The scenario was presented to the international educator or student and information concerning the assessment and management of the patient scenario collected. Each student was required to contact a different educator / student. Students were encouraged to contact non-Western Schools and Schools in developing countries in order to maximise learning opportunities. A number of useful websites were provided to help the students start. The assignment required: 1. Contact details of the international educator / student (name, School, course, stage of course, email address) 2. International educator / student responses 3. An 800 word critical review of the international response. This should include a statement concerning the similarities or differences in terminology, conditions managed, techniques or interpretation of problems between Australia and the international educator / response. Assessment: These assignments were submitted and assessed. To date, only two students have not successfully completed this assignment and this was due to the 2 students not undertaking the task. A variety of countries were contacted (see Table 3.1 below) with educators being the most common person contacted (Educators (n=29); students (n=6); and clinicians (n=9). The feedback tendered by students with their assignments was that it was very worthwhile but there have been approximately 50% who reported difficulties in contacting an educator or student who was willing to complete the task. There were, however, a number of educators (particularly in USA and UK) who responded very positively and contacted the Subject co-ordinator in order to discuss formalising this process and involving students from their own institutions. USA United Kingdom Canada Miscellaneous (n=19) (n= 5) (n=7) • Southern California • Norfolk • Halifax India (n= 4) • Salt Lake City, Utah • Cardiff • Ontario Singapore • Flagstaff, Arizona • Newcastle • Saskatchewan Thailand (Bangkok) (n=1) • Florida • Dublin • Manitoba Sweden (Goteborg) (n=1) • Philadelphia • Essex • Toronto Hong Kong (n= 4) • Grand Forks, North • Dublin Ireland (Dublin) (n=1) Dakota • Boston • Texas • Colorado • Illinois • Nebraska Table 3.1: Summary of international sites contacted Due to the difficulties in receiving responses from people willing to participate in this assignment, a “shared assignment” has been developed for semester 2 with the University of the Sciences Philadelphia. The lecturer in charge of a subject similar to Cardiorespiratory Physiotherapy 300 has been liaising with the subject co-ordinator over semester 1, 2000. This assignment will require pairing one of our students to a Philadelphia student to complete an assignment together, which will be submitted as part of an enrolled subject at each institution. The assignment is based on the resource / economic / insurance problems related to a clinical scenario. /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 6
  7. 7. 5 Development of Graduate Quality 7 – Musculoskeletal Physiotherapy 300 Musculoskeletal Physiotherapy 300 includes self-paced study modules of seven different clinical patterns common to patients with musculoskeletal pathologies. Each of these self- paced study modules involved reading approximately 4-5 articles. For each article the student was asked to record the author and country of origin. The aim of this activity was to encourage students to recognise and appreciate the countries where research is being conducted and the controversies and biases that may exist due to differences in treatment management, insurance coverage and workplace politics. For example, literature from Lithuania suggests that “whiplash” is not a medical syndrome whereas in the USA, “whiplash” is a recognised medical syndrome and is associated with a high degree of litigation following motor vehicle accidents. These aspects were discussed as part of the small group work associated with these self-study modules. Assessment: A three (3) mark question was included within the 2 hour theoretical paper at the end of semester 1, 2000. The question was: “ (j) In relation to the graduate quality of internationalisation, give two (2) examples of what you have learnt by recording the country of origin of the authors of the articles used in the self-study modules?” Forty-seven students undertook this theoretical examination during the examination period. Thirty-nine students (83%) attempted the question (8 students did not attempt the question (17%)). Marks were awarded for broad answers indicating an appreciation of political, financial or therapeutic differences between countries. The mean mark out of 3 was 1.5 (SD 0.9, minimum = 0 and maximum = 3). Students presented a variety of answers that indicated that the majority had gained a better understanding of the international differences concerning musculoskeletal issues. A range of answers (written in the students’ own words) included: • “By recording the country of origin of the articles you can see where concepts and theories have originated, for example, whiplash articles are mainly from American authors, especially those which look at the legal aspects pertaining to patients and whether they are “putting it on” to gain financial benefit. Australia has a large interest in the pain mechanisms as many articles on pain were from Australia.” • “I have learnt that Adelaide (via Maitland) has had influences around the world in terms of physiotherapy eg articles from UK often refer to Maitland manipulation techniques. That many articles from physiotherapy publications are mainly from the UK/USA/Australia - (not just in MSP300 but also research in Cr300 also). Ie the MSP SSM’s mainly all from these countries.” • “I have learnt: Different approaches to physiotherapy in different countries eg America - very focused on exercises and mobilising. Some countries seem to focus on particular areas of research eg whiplash in American and European literature.” • “The emphasis of studies can vary between countries - different countries may be trying to find out different things depending on the main effects of the condition. Interesting to see things from different perspectives. Different incident rates of conditions which may change studies done/results. Just because a condition is common in Australia, does not mean it is common overseas.” • “The wide variety of countries involved in developing research in the areas of physiotherapy. A greater appreciation for the local research being conducted in Adelaide and throughout Australia.” • “Learnt about the information, the culture or background of the writer, where they come from, gives a better understanding of the reasons behind the concerns in that particular topic eg whiplash and its insurance concern in Australia. Also helps to make you aware of other physios in the world and the differences in techniques or views. A broader perspective on things.” • “I have learnt that most of the studies in the field of spinal problems either originated from or have close ties with Australia. I also learnt that Europeans do most of the research into treatment techniques.” • “I have gained a world-wide perspective on which countries are making advances in which fields of PT i.e. UK, Japan, USA, Australia etc are all progressing in terms of PT technology and knowledge.” • “There are a wide variety of countries represented in the literature with information and research on spinal care mainly being carried out in Scandinavia, North America and Australia. The theories of the different authors tend to differ depending on the area that they came from with international perspectives on theories and treatments often being different.” • “Although physiotherapy is a truly international profession, most of the research is done in wealthy, Western countries. Physiotherapy is quite well researched in the Scandinavian countries which I was previously unaware of.” /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 7
  8. 8. 6 Assessment of Overall Graduate Qualities Education As a formal assessment of student’s understanding of the Graduate Qualities of the University of South Australia, a bonus question was included in two semester 1 examination papers. An additional 2 marks were added to the exam score if the student correctly named four of the seven graduate qualities. Students were not penalised for not answering or providing an incorrect answer. The two examination papers were Cardiorespiratory Physiotherapy 300 and Neurological Physiotherapy 300. These two examinations were run concurrently and aimed to capture all students currently enrolled in the third year of the Bachelor of Physiotherapy. The question was: ****For a bonus 2 marks: 6. List four (4) of the seven (7) graduate qualities of the University of South Australia Answer: The University of South Australia aims to produce graduates who: • operate effectively with and upon a body of knowledge of sufficient depth to begin professional practice • are prepared for life-long learning in pursuit of personal development and excellence in professional practice • are effective problem solvers, capable of applying logical, critical and creative thinking to a range of problems • can work both autonomously and collaboratively as a professional • are committed to ethical action and social responsibility as a professional and a citizen • communicate effectively in professional practice and as a member of the community • demonstrate an international perspective as a professional and as a citizen 0.5 marks were awarded if the student indicated one of the key terms Results: Cardiorespiratory Physiotherapy 300 student responses (n=47): body of life-long effective work both ethical action communicate international No response knowledge learning problem autonomously and social effectively perspective attempted solvers and responsibility collaboratively 12 2 1 4 4 3 28 15 25.5% 4.2% 2.1% 8.5% 8.5% 6.3% 59.5% 31.9% Miscellaneous responses • Don’t know but I hope I have them • Maintaining professional conduct in university & clinical setting • Showing ability (need) to exceed • Practice physio effectively and efficiently • Good standard, academic record • Complete all study course • Good behaviour both academic and finance • Competent in managing and providing care to the wider community • To understand the role of other professionals, commitment to excellence in patient management • Confidence and high standard of treatment • Provide a world wide recognisable diploma for P.T • To graduate with such brilliance as to encourage other students to enrol at UniSA • Have the practical skills necessary to work competently in their fields of study • Safely perform physio • Perform safe and effective work • Bachelor of Physiotherapy, Pharmacy, Occupational Therapy and Radiology? • As students we must advocate professional behaviour at all time • University of South Australia does not advocate plagiarism in any form • Able to work with in hospital environment • Able to carry out proper physiotherapy treatments for various conditions • Do it all with a smile • Work in the community effectively /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 8
  9. 9. • Comply with APA guidelines /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 9
  10. 10. Neurological Physiotherapy 300 (n=36) body of life-long effective work both ethical action communicate international No response knowledge learning problem autonomously and and social effectively perspective attempted solvers collaboratively responsibility 6 2 1 2 2 3 4 25 16.6% 5.5% 2.7% 5.5% 5.5% 8.3% 11.1% 69.4% • Professional behaviour and manner, attitude • Able to evaluate self – skills and reassessments • Act in professional manner • Graduate level and professional manner • Professionalism in field of study to progress to further career • Awareness and use of other health professionals • Good use of functional outcome measures • Understand physio in the community • Be able to practice skills efficiently in correctly chosen manner • Be aware of the laws which affect area of future career • Would not know to be honest!? • Competent in correct assessment and treatment techniques • To incorporate effective treatment techniques • To be safe with patients when graduate • To act in professional manner • To be aware of the physiotherapy profession and its constitution in South Australia and Australia in general • Wide range of clinic treatments • Take an holistic approach to care of client • Professional conduct • Competent • Conducts sessions in a safe manner • Demonstrates a responsible and professional manner • Has universal precautions Combined results of the 83 students undertaking these two theoretical examinations: body of life-long effective work both ethical action commun- internat- No knowledge learning problem autonomously and social icate ional response solvers and responsibility effectively persp- attempted collaboratively ective CR300 12 2 1 4 4 3 28 15 Neuro 300 6 2 1 2 2 3 4 25 Total 18 4 2 6 6 6 32 40 N= 83 21.6% 4.8% 2.4% 7.2% 7.2% 7.2% 38.5% 48.1% /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 10
  11. 11. 7 Lessons learnt After one semester of provision of information concerning GQs to third year undergraduate physiotherapy students: • An assessment of baseline understanding / recall of the GQs should be conducted prior to focused inclusion of GQs within subjects. It is difficult to know whether the inclusion of a broad question on GQs at the conclusion of the semester represented an improvement or little change in knowledge. • Overall there was poor recall / recognition of the seven GQs of the University despite specific provision of these on the commencement of each core subject and comprehensive inclusion of these within “common” assessment forms across the four professional subjects. • Targeting the GQ concerning an international perspective resulting in better recall of this GQ with thirty-eight percent of students being able to state that an international perspective is one of the graduate qualities of the University of South Australia. • Explicit written assignments appear to have a larger impact on retention of the GQs than small group discussion or tutorials which were not assessed. • Third year undergraduate physiotherapy students tend to see the GQs as a reflection of their specific course rather than generic qualities of graduates from the University of South Australia. /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 11
  12. 12. 8 Product Outcomes (a) Subject Statements /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 12
  13. 13. CARDIORESPIRATORY PHYSIOTHERAPY 300 Subject Code: 08359 School Code: IPBS S1 and S2 Points: 6 Campus: City East Aim: To assist students in acquiring the knowledge, attitudes and practical skills necessary to perform basic assessments and safe and effective treatments of individuals with cardio-vascular and respiratory disorders. Objectives On completion of this subject the student should be able to: • describe and discuss the medical and surgical management of a wide variety of conditions from the fields of cardio-vascular and respiratory medicine, including the part played by common investigations and laboratory tests in the diagnosis and subsequent treatment of these conditions; • compare and contrast alternative methods of medical and surgical treatment and relate these to the part played by physiotherapy in the overall management of cardio-vascular and respiratory problems; • conduct basic clinical assessments on individuals with cardio-vascular and respiratory disorders and safely and accurately perform specified treatment techniques during clinical practice; • evaluate different physical methods of treatment and determine whether these are based on currently acceptable pathological and physiological concepts; • interpret and analyse assessment findings and demonstrate clinical problem-solving and decision-making abilities in the appropriate planning of client management; • evaluate the effectiveness of physiotherapy programmes or individual treatment techniques and demonstrate informed decision-making in modifying or progressing them; • select and institute in clinical practice, safe and effective treatment programmes for individuals with cardio- vascular and respiratory disorders; • critically appraise her/his own effectiveness as a practitioner and share responsibility for extending or sharing professional knowledge and skills; • show an appreciation of the role of the physiotherapist in the hospital team and demonstrate appropriate communication and interpersonal skills during interaction with staff, clients and peers. By undertaking this subject, students will progress in the development of the following qualities: Graduate Body of Life-long Ethical Effective Work Communicate International qualities knowledge learning action problem alone or in effectively perspective solvers teams Credit 1 .5 1 1 1 1 .5 point weighting Syllabus Cardio-vascular disorders: medical terminology; basic pharmacology; interpretation of electro-cardiograph findings; clinical manifestations of cardio-vascular disease; clinical assessment of clients with cardio-vascular disorders; congenital heart disorders - pathology and management; disorders of blood vessels - medical, surgical and physiotherapy management; ischaemic heart disease and coronary artery disease; medical and physiotherapy management of myocardial infarction; cardiac failure; cardiac surgery and physiotherapy management; principles and practicalities of cardiac rehabilitation including exercise testing and prescription as well as self-care home programmes. Respiratory disorders: common medical terminology; basic pharmacology; interpretation of chest radiographs; basic ausculation and interpretation of lung sounds; pulmonary function equipment and testing; physiological rationale for respiratory physiotherapy techniques - facilitating effective and efficient patterns of respiration, removal of retained secretions; clinical assessment of patients with respiratory disorders; the medical and physiotherapy management of patients with chronic respiratory conditions; exercise tolerance testing and prescription; rehabilitation programmes and home management; an introduction to general surgical procedures and common abdominal operations; an introduction to thoracic surgical procedures and common thoracic operations; the management of patients with chest trauma; an introduction to the management of patients following head and neck surgery; vascular disturbances in the lung; the effects of smoking on the respiratory and cardio-vascular systems. In all areas, emphasis is placed on a problem-based approach to patient assessment, treatment planning, management and evaluation of outcomes. Respiratory equipment theory and usage: including oxygen therapy, aerosol therapy and humidifiers, incentive spirometry, entonox usage, positive expiratory pressure mask, continuous positive airways pressure. Teaching and learning arrangements This subject will be delivered by the following means • Lectures to introduce physiological principals and facilitate learning • Tutorials/ practicals to complement lecture material • Clinical practice in an acute care environment • Self directed learning modules /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 13
  14. 14. Assessment Graduate Qualities Assessable components Weighting within subject Clinical 60% 1,3,4,5,6 Patient exam 1,2,3,4,5,6 Interim Report 1,2,3,4,5,6 Clinical Report 1,3,6 Techniques / Equipment exam Theory 40% 1,2,3 Quality scoring of article assignment 4,7 International perspective assignment 1,3,4,5,6 2 hour theory examination Textbooks • Webber B and Pryor J (1998): Physiotherapy for respiratory and cardiac problems. (2 nd ed.) Churchill Livingstone • Des Jardins T (1998): Cardiopulmonary anatomy and physiology: Essentials for respiratory care (3rd ed) Delmar Name of lecturer responsible for the subject Dr Marie Williams /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 14
  15. 15. PAEDIATRIC PHYSIOTHERAPY 300 Subject Code: 08376 School Code: IBPZ S1 and S2 Points: 6 Campus: City East Aim To help the students acquire the knowledge and practical skills required for the assessment and overall physiotherapy management of children with a range of disorders and disabilities. To provide the students with the opportunity to observe and practice elements of professional behaviour such as concern for prevention of further disability, effective communication, acceptance of responsibility for the welfare of others. On completion of this subject students should be able to: • demonstrate an appreciation of the influence of illness or disability on normal child development and the need for functionally oriented treatment; • effectively communicate with children of varying ages, their parents/caregivers and other members of teams involved with the care of children; • show an awareness of the special difficulties faced by parents of disabled children and the need for active participation of parents in the management of their child’s ongoing problems; • describe and discuss the anatomical and physiological mechanisms involved in common orthopaedic, neurological and cardio-respiratory disorders affecting children; • conduct methodical clinical assessments, accurately observing and analysing posture and movement; • identify and interpret assessment findings, determine their implications for the total management of the child, then plan and implement appropriate physiotherapy intervention; • demonstrate an understanding of the use of orthoses and special equipment to assist function and/or minimise deformity; • evaluate the effectiveness of intervention programmes and modify these where necessary to ensure optimal progress; • show an understanding of the need for the integration of the physical programme with the educational and social development of the child in order to achieve a total rehabilitation programme. By undertaking this subject, students will progress in the development of the following qualities: Graduate 1 2 3 4 5 6 7 Quality Body of Lifelong Effective Work Ethical Communicate International knowledge learning problem alone and action effectively Perspective solvers in teams Indicative Point 1 1.5 1 0.5 0.5 1 0.5 Weighting Syllabus Causes and mechanisms of abnormal development in children: revision of normal development; effect on posture and movement; classification and terminology; specific conditions resulting in sensori-motor dysfunction – cerebral palsy, developmental coordination disorder, developmental delay, spina bifida, Down’s Syndrome, muscular dystrophy, other neuromuscular disorders, juvenile chronic arthritis, congenital and acquired orthopaedic conditions, overall management by multi-disciplinary teams, physiotherapy management, social/emotional aspects of childhood illness or disability; cardio- respiratory conditions in children – introduction to commonly seen conditions, differences between management of infants, children and adults; occupational health and safety issues relevant to paediatrics. Physiotherapy assessment: neuromusculoskeletal and cardio-respiratory disorders in children; analysis of posture and movement in relation to the development of motor control; identification and interpretation of findings; intervention planning. Physiotherapy intervention: specific therapeutic techniques including splinting, stretching, functional strengthening, massage, passive movement, exercise programming, movement training, posture awareness development; parent advice and education; provision and evaluation of appropriate assistive devices. Teaching and Learning Arrangements This subject will be delivered using the following means: • Lectures to introduce some of the body of knowledge necessary for clinical roster • Tutorials/practical sessions to assist with problem solving for clinical roster and complement lecture material • Clinical practice in paediatric settings either community, hospital or schools • Self directed learning modules Assessment Theory examination 40% Clinical examination 60% Textbooks Unwin JF, Sullivan MJ and Harris PM (1999): Paediatric Physiotherapy 300 Student Manual B Burns Y (1992): Physiotherapy Assessment for Infants and Young Children. Brisbane: Copyright Name of lecturer responsible for the subject Paula Harris /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 15
  16. 16. NEUROLOGICAL PHYSIOTHERAPY 300 Subject Code: 08374 School Code: IPBS S1 and S2 Points: 6 Campus: City East Aim To assist students to develop the knowledge and skills required to effectively and safely evaluate and provide therapy for neurological clients. On completion of this subject students should be able to: • apply knowledge of normal function and pathology; • discuss the clinical presentations of clients with a range of neurological conditions; • conduct a thorough and safe evaluation of neurological clients to determine their functional problems and contributing deficits; • develop measurable short term and long term goals for therapy in consultation with the client and members of the health care team; • plan and implement a safe and effective therapeutic intervention program for clients with neurological disorders; • demonstrate effective communication skills with neurological clients, their carers and the health care team; • demonstrate an awareness of holistic client management; • appreciate the implications of cultural and social factors in rehabilitation; • demonstrate professional attitudes and ethical behaviour; • demonstrate skills in self-directed learning, clinical reasoning, critical self-evaluation, peer review and autonomous practise. By undertaking this subject, students will progress in the development of the following qualities: Graduate 1 2 3 4 5 6 7 Quality Body of Lifelong Effective Work alone Ethical Communicate International knowledge learning problem and in teams action effectively Perspective solvers Indicative 1.5 .5 1 1 .5 1 .5 Point Weighting Syllabus Peripheral neuropathy, motor neurone disease, spinal cord lesions, brainstem disorders, consciousness and coma, cerebellar disorders, vestibular disorders, disorders of the limbic system and hypothalamus, Parkinson’s disease, cerebral disorders, traumatic head injury, epilepsy, diffuse neurological disorders, multiple sclerosis. Sensori-motor deficits; ataxia, upper motor neurone syndrome, peripheral weakness, Parkinsonism, primary and secondary sensory loss. Cognitive and perceptual deficits, speech and language disorders. Neurological evaluation, functional mobility, postural control, gait, hand function, outcome measurement. Therapeutic intervention, processes of recovery of function, motor learning, exercise, adaptive equipment, rehabilitation teams. Teaching and Learning Arrangements This subject will be delivered using the following means: Preclinical teaching consisting of 36 hrs of lectures, practical classes and clinical workshops Supervised clinical placement – 4.5 weeks, 5days x 3.5 hrs 4 x 2hrs afternoon tutorial/practical classes Self-paced study modules Assessment Theory - 2 hour paper 40% Clinical (consists of several components) 60% NB: Theory and clinical are both essential components for the subject References Benarroch EE, Westmoreland BF, Daube JR, Reagan TJ and Sandok BA (1999): Medical Neurosciences- An Approach to Anatomy, Pathology, and Physiology by Systems and Levels. (4th ed.) Philadelphia: Lippincott Williams and Wilkins. Carr J and Shepherd R (1998): Neurological Rehabilitation Optimizing Motor Performance. Oxford: Butterworth Heinemann. Lindsay KW and Bone I (1997): Neurology and Neurosurgery Illustrated (3rd ed.) New York: Churchill Livingstone. Name of lecturer responsible for the subject Dr Andrea Warden-Flood. /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 16
  17. 17. MUSCULOSKELETAL PHYSIOTHERAPY 300 Subject Code: 08373 School Code: IPBS S1 and S2 Points: 6 Campus: City East Prerequisite All second year physiotherapy subjects Aim To provide an opportunity for students to: Apply their knowledge of examination of the neuromusculoskeletal system (peripheral and vertebral), of active and passive treatment techniques and electrophysical agents to the clinical situation. Develop management strategies for patients with neuromusculoskeletal disorders. Develop their knowledge of clinical syndromes and their underlying pathomedical constructs. On completion of this subject the student should be able to: • Effectively and efficiently assess the appropriate components of the neuromusculoskeletal system and be able to interpret and analyse the findings based on sound clinical reasoning skills; • Accurately and sensitively plan and teach/apply the relevant treatment including passive mobilisation, manipulation, exercises, electrotherapy, preventative strategies and home management; • Demonstrate safe and effective assessment and treatment procedures based on the nature and stage of the condition and the relevant contra-indications to certain procedures; • Evaluate the effectiveness of the physiotherapy intervention and be able to modify or progress treatment based on sound clinical reasoning skills; • Demonstrate knowledge and understanding of a variety of clinical syndromes and their underlying biomedical constructs; • Keep clear and concise records and liaise appropriately with other health care professionals as indicated. By undertaking this subject, students will progress in the development of the following qualities: 1 2 3 4 5 6 7 Graduate Quality Body of Life-long Effective Work alone Ethical Communicate International knowledge learning problem and in teams action effectively perspective solvers Indicative point weighting 2 0.5 1 0.25 - 0.5 0.25 Syllabus The presentation and management of a variety of peripheral and vertebral neuromusculoskeletal conditions. Neuromusculoskeletal physiotherapy practice: peripheral and vertebral neuromusculoskeletal management strategies and techniques, clinical reasoning, high velocity thrust techniques, medico-legal issues and record keeping. Teaching and learning arrangements This subject will be delivered by the following means Lectures (1 week intensive, 26 hours) to introduce physiological principals and facilitate learning. Tutorials/practicals (13 hours) to complement lecture material. Clinical practice in an outpatient environment: (105 hours). Self-paced study modules and article discussions Assessment Theory examination (2 hours) 50% Clinical examination 20% Clinical report 25% Practical examination 5% Resources Clinical Handbook /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 17
  18. 18. Current and key journal and text references References Boyling J and Palastanga N. Eds. (1994): Modern Manual Therapy - The Vertebral Column, (2nd edition.) Edinburgh: Churchill Livingstone. Higgs J and Jones M. Eds. (1995): Clinical Reasoning in the Health Professions. London: Butterworth-Heinemann. Butler D. (1990): Mobilisation of the Nervous System. Melbourne: Churchill Livingstone. Grant R. Ed. (1994): Clinics in Physical Therapy: Physical Therapy of the Cervical and Thoracic Spine (2nd ed.) New York: Churchill Livingstone. Donatelli R. Ed. (1996): Clinics in Physical Therapy: Physical Therapy of the Shoulder (3rd ed.) New York: Churchill Livingstone. Twomey LT and Taylor JR. (1988): Clinics in Physical Therapy: Physical Therapy of the Low Back (2nd ed). New York: Churchill Livingstone. Maitland GD. (1986): Vertebral Manipulation (5th ed.) London: Butterworth. Maitland GD. (1991): Peripheral Manipulation (3rd ed.) London: Butterworth-Heinemann. Name of Lecturer Responsible for the Subject Ian Fulton and Maureen McEvoy /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 18
  19. 19. 8. Product Outcomes (b) Clinical Reports /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 19
  20. 20. CARDIORESPIRATORY PHYSIOTHERAPY 300 CLINICAL REPORT Student Date Clinical Educators GQ 1,3 The patients under the student's care have been managed PASS FAIL safely throughout the roster 6 The student has demonstrated professional behaviour and YES NO ethical action throughout the roster GQ 1 Assesses the client’s abilities, problems and needs Wei E V G S US P 0 ght 1 G . .5 .35 .2 0 .8 65 1,2,3 1.1 • Demonstrates an understanding of the theoretical base for the 2 assessment of the client’s abilities, problems and needs 6 1.2 • Communicates effectively with clients, care givers and professional 2 colleagues 1,6 1.3 • Obtains information relevant to physiotherapy from the client and / 1 or care-giver 6,3,1 1.4 • Collects supplementary information relevant to physiotherapy 4 relating to the client’s health status, history of the problem and current management - CXRs, PFTs, ABGs, lab reports 6,3,1 1.5 • Collects from the clients in an appropriate manner, quantitative and 3 qualitative data relevant to the perceived problem and to physiotherapy - subjective and objective examinations 6 1.6 • Documents physiotherapy assessment findings accurately 1 - daily records and casenotes records 2 Interprets and analyses assessment findings for the diagnosis of the client’s problems and the definition of client needs 3,1,2 2.1 • Analyses physiotherapy assessment findings effectively as a basis 2 for defining the client’s abilities, problems and potential for change 1,3,4,5 2.2 • Makes justifiable decisions regarding the diagnosis, reflecting 3 ,6,7 scientific knowledge and argument 3 Develops a physiotherapy intervention plan to meet defined goals Wei E V G S US P 0 ght 1 G . .5 .35 .2 0 .8 65 1,3,4 3.1 • Develops a logical rationale for physiotherapy intervention 3 - Evidenced by clinical reasoning forms 1,3,4,6 3.2 • Establishes appropriate short and long term goals relevant to 2 physiotherapy, in consultation with client and/or care-givers and colleagues 1,3,6 3.3 • Selects appropriate forms of intervention, based on theoretical 3 knowledge and physiotherapy practice 1,2,3,4 3.4 • Incorporates relevant evaluation procedures within the 2 ,6 physiotherapy plan - reauscultation, reassessment of main problems, includes plan for re- evaluation during ongoing care 4 Implements physiotherapy intervention strategies 6,7 4.1 • Communicates with clients, care-givers and colleagues in an 2 effective manner in relation to implementation of physiotherapy intervention -ensures that patient understands plan of action and aim of treatment 6,1,3,7 4.2 • Ensures the safe and effective implementation of appropriate 4 physiotherapy intervention /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 20
  21. 21. - demonstrates essential components of specific skills and consistently demonstrates safe practice 6,2 4.3 • Documents and reports on the physiotherapy intervention program 2 appropriately - consistently reports using S.O.A.P 5 Evaluates the effectiveness of physiotherapy intervention 1,2 5.1 • Monitors effectively the results of physiotherapy intervention 1 - reviews subjective and objective outcomes of intervention 1,2,3 5.2 • Makes sound judgements on the effectiveness of physiotherapy 2 intervention - states clearly whether intervention has been effective or not. If not effective, hypothesise why not and plans for modification 1,2,3,4 5.3 • Modifies appropriately the physiotherapy intervention program, in 3 accordance with evaluation results - demonstrates daily modification in response to client presentation and progress 6 Demonstrates professional behaviour appropriate to physiotherapy Wei E V G S US P 0 ght 1 G . .5 .35 .2 0 .8 65 5 6.1 • Is committed to ethical practice for the physiotherapist and acts in 2 accordance with legal requirements - demonstrates understanding of Freedom of Information Act, and Code of Ethics APA 1,2,3,4 6.2 • Has a commitment to excellence in physiotherapy practice 2 ,5,6,7 - demonstrated: a) initiative and confidence b) decision making, setting priorities c) observed confidentiality e) been punctual and maintained standards of dress and conduct expected of physiotherapists f) a responsible attitude for the welfare of clients, carers and peers 7 Operates effectively within the health care system 1,4,5,7 7.1 • Demonstrates awareness of the current health and related systems 1 relevant to physiotherapy and the services provided within them - shown awareness of other health professionals and their role in patient management 8 Applies management skills in physiotherapy practice 1,2,3 8.1 • Recognises conditions relevant to physiotherapy employment 1 - conditions and situations likely to respond to physiotherapy intervention 1,2,4,5 8.2 • Contributes effectively to the planning of physiotherapy services 1 and resources 1,3,4 8.4 • Manages time and resources effectively to ensure efficient 1 physiotherapy practice Mark out of /50 This report has been discussed with me ......................................................... (student signature) MW/FB/IF/HB/PH 2000 /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 21
  22. 22. PAEDIATRIC PHYSIOTHERAPY 300 CLINICAL REPORT Student Date Clinical Educators GQ 1,2,3,4 The patients under the student's care have been managed safely PASS FAIL throughout the roster 5,6,7 The student has demonstrated professional behaviour and ethical action YES NO throughout the roster GQ 1 Assesses the client’s abilities, problems and needs Weig E VG G S US F 0 hting 1 .8 .65 .5 .35 .2 0 1,2,3 1.1 • Demonstrates an understanding of the theoretical 4 bases for the assessment of the client’s abilities, problems and needs a) plans an appropriate and accurate assessment (1) b) demonstrates a sound knowledge of normal movement and function expected for any child’s age (1) c) demonstrates a knowledge of anatomy and biomechanics (1) d) demonstrates a basic knowledge of common pathologies seen in paediatrics (1) 6 1.2 • Communicates effectively with clients, care givers and 3 professional colleagues 1,6 1.3 • Obtains information relevant to physiotherapy from 1 the client and / or care-giver in an age appropriate manner 6,3,1 1.4 • Collects supplementary information relevant to 1 physiotherapy relating to the client’s health status, history of the problem and current management 6,3,1 1.5 • Collects from the clients in an age-appropriate 2 manner, quantitative and qualitative data relevant to the perceived problem and to physiotherapy a) modifies components of assessment according to child’s age/behaviour/disability/problem (1) b) performs a systematic, accurate and efficient assessment of a child (1) 6 1.6 • Documents physiotherapy assessment findings 1 accurately 2 Interprets and analyses assessment findings for the E VG G S US F 0 diagnosis of the client’s problems and the definition of .8 .65 .5 .35 .2 0 client needs 1 3,1,2 2.1 • Analyses physiotherapy assessment findings 1 effectively as a basis for defining the client’s abilities, problems and potential for change a) recognises and describes abnormal movement (1) 1,3,4, 2.2 • Makes justifiable decisions regarding the diagnosis, 3 5,6,7 reflecting scientific knowledge and argument a) identifies relevant functional problems (1) b) accurately isolates the specific problems directly related to the functional problems (2) /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 22
  23. 23. 3 Develops a physiotherapy intervention plan to meet 1 .8 .65 .5 .35 .2 0 defined goals 1,3,4 3.1 • Develops a logical rationale for physiotherapy 1 intervention 1,3,4, 3.2 • Establishes appropriate short and long term goals 2 6 relevant to physiotherapy, in consultation with client and/or care-givers and colleagues 1,3,6 3.3 • Selects appropriate forms of intervention, based on 3 theoretical knowledge and physiotherapy practice a) devises an overall management program based on functional goals (1) b) plans and prepares appropriate activities which relate directly to goals of individual clients (2) 1,2,3, 3.4 • Incorporates relevant evaluation procedures 1 4,6 within the physiotherapy plan 4 Implements physiotherapy intervention strategies 1 .8 .65 .5 .35 .2 0 6,7 4.1 • Communicates with clients, care-givers and colleagues 2 in an effective manner in relation to implementation of physiotherapy intervention a) demonstrates the ability to effectively teach and demonstrate home program activities to parents/carers (1) b) discusses realistic short-term and long term goals (1) 6,1,3, 4.2 • Ensures the safe and effective implementation of 2 7 appropriate physiotherapy intervention a) demonstrates effective starting positions for self and child (1) b) demonstrates appropriate motor training skills, including manual skills, sensory stimulation and verbal input (1) 6,2 4.3 • Documents and reports on the physiotherapy 1 intervention program appropriately 5 Evaluates the effectiveness of physiotherapy 1 .8 .65 .5 .35 .2 0 intervention 1,2 5.1 • Monitors effectively the results of physiotherapy 1 intervention 1,2,3 5.2 • Makes sound judgements on the effectiveness of 1 physiotherapy intervention 1,2,3, 5.3 • Modifies appropriately the physiotherapy intervention 1 4 program, in accordance with evaluation results /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 23
  24. 24. 6 Demonstrates professional behaviour appropriate to 1 .8 .65 .5 .35 .2 0 physiotherapy 5 6.1 • Is committed to ethical practice for the physiotherapist 1 and acts in accordance with legal requirements 1,2,3, 6.2 • Has a commitment to excellence in physiotherapy 0.5 4,5,6, practice 7 7 Operates effectively within the health care system 1 .8 .65 .5 .35 .2 0 1,4,5, 7.1 • Demonstrates awareness of the current health and 0.5 7 related systems relevant to physiotherapy and the services provided within them 8 Applies management skills in physiotherapy practice 1 .8 .65 .5 .35 .2 0 1,2,3 8.1 • Recognises conditions relevant to physiotherapy 0.5 employment 1,2,4, 8.2 • Contributes effectively to the planning of 0.5 5 physiotherapy services and resources 1,3,4 8.4 • Manages time and resources effectively to ensure 1 efficient physiotherapy practice Mark out of /35 This report has been discussed with me ......................................................... (student signature) MW/FB/IF/HB/PH 1999 /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 24
  25. 25. NEUROLOGICAL PHYSIOTHERAPY 300 FINAL CLINICAL REPORT Student Date Clinical Educators GQ 1,2,3,4 The patients under the student's care have been managed safely throughout the roster PASS FAIL 5,6,7 The student has demonstrated professional behaviour and ethical action throughout the roster YES NO GQ 1 Assesses the client’s abilities, problems and needs Weig E V G S US P 0 ht 1 G .65 .5 .35 .2 0 .8 1,2,3 1.1 • Demonstrates an understanding of the theoretical bases for the 2 7 assessment of the client’s abilities, problems and needs • Includes normal function, pathology, principles of assessment 4,5,6 1.2 • Communicates effectively with clients, care givers and professional 1 colleagues • Includes developing rapport, instructions and explanation, verbal report on assessment to others 1,3,5 1.3 • Obtains information relevant to physiotherapy from the client and / or 1 6 care-giver • Includes subjective assessment and appropriately requesting information from relatives and staff 1,3,5 1.4 • Collects supplementary information relevant to physiotherapy relating to 1 6 the client’s health status, history of the problem and current management • Includes history from case notes and medical folder, investigation reports, medication, safety instructions other professional reports 1,3,5 1.5 • Collects from the clients in an appropriate manner, quantitative and 6 qualitative data relevant to the perceived problem and to physiotherapy • Conducts evaluation systematically and thoroughly 1 • Recognises and describes abnormal movement 2 • Quantifies baseline data 1 5,6 1.6 • Documents physiotherapy assessment findings accurately 1 • Includes on cards and case notes 2 Interprets and analyses assessment findings for the diagnosis of the Weig E V G S US P 0 client’s problems and the definition of client needs ht 1 G .65 .5 .35 .2 0 .8 1,2,3 2.1 • Analyses physiotherapy assessment findings effectively as a basis for defining the client’s abilities, problems and potential for change • Assets 1 • Issues appropriate and prioritised 2 1-7 2.2 • Makes justifiable decisions regarding the diagnosis, reflecting scientific 1 knowledge and argument 3 Develops a physiotherapy intervention plan to meet defined goals 1,3,4 3.1 • Develops a logical rationale for physiotherapy intervention 2 6 • Includes planning that addresses issues and aims and is based on knowledge and understanding of client’s condition and therapeutic strategies 1,3,4 3.2 • Establishes appropriate short and long term goals relevant to 6 physiotherapy, in consultation with client and/or care-givers and colleagues • STA appropriate and prioritised 1 • STA measurable 1 • LTA and discharge planning 1 1,3,6 3.3 • Selects appropriate forms of intervention, based on theoretical knowledge and physiotherapy practice • Intervention plan considers safety 1 • Intervention plan is at an appropriate level for the client and sequenced 1 appropriately • Intervention plan demonstrates variety 1 1,3,4 3.4 • Incorporates relevant evaluation procedures within the physiotherapy 1 /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 25
  26. 26. 6 plan 4 Implements physiotherapy intervention strategies 4,5,6 4.1 • Communicates with clients, care-givers and colleagues in an effective 7 manner in relation to implementation of physiotherapy intervention • Explains, educates and instructs clearly at an appropriate level for the 1 client and care-givers • Gives feedback that is specific, accurate and doesn’t overload the 1 learner • Effectively communicates with colleagues 1 1-7 4.2 • Ensures the safe and effective implementation of appropriate Weig E V G S US P 0 physiotherapy intervention ht- 1 G .65 .5 .35 .2 0 ing .8 • appropriately facilitates a client’s position changes, transfers and 2 functional mobility • demonstrates effective positioning and handling during therapeutic 3 procedures (resistance, assistance, support) • demonstrates effective positioning of self for therapy and own safety 1 • demonstrates a variety of therapeutic procedures 1 • demonstrates awareness and appropriate management of the client’s 2 safety 2,4,5 4.3 • Documents and reports on the physiotherapy intervention program 6 appropriately • Documents in case notes and cards 1 • Reports appropriately to educator, other staff, and liaises appropriately 1 with other members of the team 5 Evaluates the effectiveness of physiotherapy intervention 1,2,3 5.1 • Monitors effectively the results of physiotherapy intervention 1 1,2,3 5.2 • Makes sound judgements on the effectiveness of physiotherapy 1 intervention 1,2,3 5.3 • Modifies appropriately the physiotherapy intervention program, in 4 accordance with evaluation results • Modifies handling, positioning, instructions and feedback to improve 2 effectiveness • Progresses (or regresses) therapy as necessary 1 6 Demonstrates professional behaviour appropriate to physiotherapy 5 6.1 • Is committed to ethical practice for the physiotherapist and acts in accordance with legal requirements • Demonstrates a responsible attitude for the welfare of clients 1 • Has shown initiative and confidence and the ability to make decisions 1 • Has maintained the professional standards expected of a 1 physiotherapist including confidentiality, taking responsibility 1-7 6.2 • Has a commitment to excellence in physiotherapy practice • Has been well prepared and participated well in tutorials 1 • Has appropriately evaluated own knowledge and performance and 1 strives to improve • Has responded well to instruction and suggestion 1 7 Operates effectively within the health care system Weig E V G S US P 0 ht- 1 G .65 .5 .35 .2 0 ing .8 1,2,4 7.1 • Demonstrates awareness of the current health and related systems 1 5,6,7 relevant to physiotherapy and the services provided within them • Includes knowledge of services to enable discharge planning, liaising with team 8 Applies management skills in physiotherapy practice 1,3,4 8.4 • Manages time and resources effectively to ensure efficient 1 physiotherapy practice • Includes setting priorities Mark out of /50 COMMENTS /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 26
  27. 27. MUSCULOSKELETAL PHYSIOTHERAPY 300 CLINICAL REPORT Student Date Clinical Educators GQ 1,2,3,4 The patients under the student's care have been managed safely throughout the roster PASS FAIL 5,6,7 The student has demonstrated professional behaviour and ethical action throughout the YES NO roster GQ 1 Assesses the client’s abilities, problems and needs Weig E V G S US P 0 Comments hting 1 G .65 .5 .35 .2 0 .8 1,2,3 1.1 • Demonstrates an understanding of the theoretical bases 3 for the assessment of the client’s abilities, problems and needs Normal function and basic pathology, principles of examination assessment and treatment 6 1.2 • Communicates effectively with clients, care givers and 2 professional colleagues Conveys relevant information in written and verbal reports 1,6 1.3 • Obtains information relevant to physiotherapy from the 2 client and / or care-giver Obtains relevant information from clients and staff. 6,3,1 1.4 • Collects supplementary information relevant to 3 physiotherapy relating to the client’s health status, history of the problem and current management Special questions, present and past history /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 27
  28. 28. 6,3,1 1.5 • Collects from the clients in an appropriate manner, 3 quantitative and qualitative data relevant to the perceived problem and to physiotherapy Appropriate subjective examination (especially body chart & behaviour) and relevant and accurate Physical Examination 6 1.6 • Documents physiotherapy assessment findings 1 accurately Document initial assessment accurately & legibly 1 1.7 • Recognises the scope of physiotherapy assessment 2 Recognise the role and limitations of physiotherapy 2 Interprets and analyses assessment findings for the diagnosis of the client’s problems and the definition of client needs 3,1,2 2.1 • Analyses physiotherapy assessment findings 3 effectively as a basis for defining the client’s abilities, problems and potential for change Perceptions and interpretation of findings 1,3,4,5,6, 2.2 • Makes justifiable decisions regarding the diagnosis, 3 7 reflecting scientific knowledge and argument Application of knowledge and principles of examination in the clinical situation (irritability, inflammatory, tissue) 3 Develops a physiotherapy intervention plan to meet defined goals 1,3,4 3.1 • Develops a logical rationale for physiotherapy 2 intervention Select appropriate management program 1,3,4,6 3.2 • Establishes appropriate short and long term goals 3 relevant to physiotherapy, in consultation with client and/or care-givers and colleagues Appropriate & prioritise, client collaboratively developed 1,3,6 3.3 • Selects appropriate forms of intervention, based on 3 theoretical knowledge and physiotherapy practice Planning ongoing assessment and continuous reassessment /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 28
  29. 29. 1,2,3,4,6 3.4 • Incorporates relevant evaluation procedures within the 2 physiotherapy plan Subjective and Physical examination reassessment 4 Implements physiotherapy intervention strategies 6,7 4.1 • Communicates with clients, care-givers and colleagues 2 in an effective manner in relation to implementation of physiotherapy intervention Demonstrates a responsible attitude for the welfare of clients and is a responsible member of the team 6,1,3,7 4.2 • Ensures the safe and effective implementation of 3 appropriate physiotherapy intervention Treatment techniques, advise, exercises, application of modalities etc. 6,2 4.3 • Documents and reports on the physiotherapy 2 intervention program appropriately Documents reassessments, therapeutic intervention and evaluation of effectiveness 5 Evaluates the effectiveness of physiotherapy intervention 1,2 5.1 • Monitors effectively the results of physiotherapy 2 intervention Subjective and Physical examination reassessment 1,2,3 5.2 • Makes sound judgements on the effectiveness of 2 physiotherapy intervention Evaluation of the results of the subjective and physical examination including retrospective assessments 1,2,3,4 5.3 • Modifies appropriately the physiotherapy intervention 2 program, in accordance with evaluation results Modify, progress and cease treatment appropriately 6 Demonstrates professional behaviour appropriate to physiotherapy 5 6.1 • Is committed to ethical practice for the physiotherapist 1 and acts in accordance with legal requirements 1,2,3,4,5, 6.2 Has a commitment to excellence in physiotherapy practice 1 6,7 /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 29
  30. 30. 7 Operates effectively within the health care system 1,4,5,7 7.1 • Demonstrates awareness of the current health and 1 related systems relevant to physiotherapy and the services provided within them 8 Applies management skills in physiotherapy practice 1,3,4 8.4 • Manages time and resources effectively to ensure 2 efficient physiotherapy practice Time management, efficiency, prioritising Mark out of /50 This report has been discussed with me ......................................................... (student signature) MMC IF 2000 /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 30
  31. 31. APPENDIX 1a Statement provided to all third year students at orientation session University of South Australia Graduate Qualities and Physiotherapy Competencies The University of South Australia aims to produce graduates who: 1. operate effectively with and upon a body of knowledge of sufficient depth to begin professional practice 2. are prepared for life-long learning in pursuit of personal development and excellence in professional practice 3. are effective problem solvers, capable of applying logical, critical and creative thinking to a range of problems 4. can work both autonomously and collaboratively as a professional 5. are committed to ethical action and social responsibility as a professional and a citizen 6. communicate effectively in professional practice and as a member of the community 7. demonstrate an international perspective as a professional and as a citizen These seven points are known as the Graduate Qualities (GQ). /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 31
  32. 32. Australian Physiotherapy Competency standards Units and elements of Physiotherapy Competency (as taken from the Australian Physiotherapy Competency standards, developed by the Australian Council of Physiotherapy Regulating Authorities) Unit 1 Assesses the client’s abilities, problems and needs 1.1 • Demonstrates an understanding of the theoretical bases for the assessment of the client’s abilities, problems and needs 1.2 • Communicates effectively with clients, care givers and professional colleagues 1.3 • Obtains information relevant to physiotherapy from the client and / or care-giver 1.4 • Collects supplementary information relevant to physiotherapy relating to the client’s health status, history of the problem and current management 1.5 • Collects from the clients in an appropriate manner, quantitative and qualitative data relevant to the perceived problem and to physiotherapy 1.6 • Documents physiotherapy assessment findings accurately 1.7 • Recognises the scope of physiotherapy assessment Unit 2 Interprets and analyses assessment findings for the diagnosis of the client’s problems and the definition of client needs 2.1 • Analyses physiotherapy assessment findings effectively as a basis for defining the client’s abilities, problems and potential for change 2.2 • Makes justifiable decisions regarding the diagnosis, reflecting scientific knowledge and argument Unit 3 Develops a physiotherapy intervention plan to meet defined goals 3.1 • Develops a logical rationale for physiotherapy intervention 3.2 • Establishes appropriate short and long term goals relevant to physiotherapy, in consultation with client and/or care-givers and colleagues 3.3 • Selects appropriate forms of intervention, based on theoretical knowledge and physiotherapy practice 3.4 • Incorporates relevant evaluation procedures within the physiotherapy plan Unit 4 Implements physiotherapy intervention strategies 4.1 • Communicates with clients, care-givers and colleagues in an effective manner in relation to implementation of physiotherapy intervention 4.2 • Ensures the safe and effective implementation of appropriate physiotherapy intervention 4.3 • Documents and reports on the physiotherapy intervention program appropriately Unit 5 Evaluates the effectiveness of physiotherapy intervention 5.1 • Monitors effectively the results of physiotherapy intervention 5.2 • Makes sound judgements on the effectiveness of physiotherapy intervention 5.3 • Modifies appropriately the physiotherapy intervention program, in accordance with evaluation results 5.4* • Where appropriate, carries out evaluate research relevant to physiotherapy practice, at the level of a beginning researcher Unit 6 Demonstrates professional behaviour appropriate to physiotherapy 6.1 • Is committed to ethical practice for the physiotherapist and acts in accordance with legal requirements 6.2 • Has a commitment to excellence in physiotherapy practice Unit 7 Operates effectively within the health care system 7.1 • Demonstrates awareness of the current health and related systems relevant to physiotherapy and the services provided within them Unit 8 Applies management skills in physiotherapy practice 8.1 • Recognises conditions relevant to physiotherapy employment 8.2 • Contributes effectively to the planning of physiotherapy services and resources 8.3* • Where relevant, assists in the development of appropriate physiotherapy strategies to promote health within the community 8.4 • Manages time and resources effectively to ensure efficient physiotherapy practice 8.5* • Supervises as appropriate to ensure maintenance of physiotherapy standards * (italic) will not be formally assessed during the third year of the Bachelor of Physiotherapy /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 32
  33. 33. APPENDIX 1b Example of a statement placed within the Procedure Manual for students in core subjects University of South Australia Graduate Qualities and Physiotherapy Competencies The University of South Australia aims to produce graduates who: • operate effectively with and upon a body of knowledge of sufficient depth to begin professional practice • are prepared for life-long learning in pursuit of personal development and excellence in professional practice • are effective problem solvers, capable of applying logical, critical and creative thinking to a range of problems • can work both autonomously and collaboratively as a professional • are committed to ethical action and social responsibility as a professional and a citizen • communicate effectively in professional practice and as a member of the community • demonstrate an international perspective as a professional and as a citizen These seven points are known as the Graduate Qualities (GQ). There has been widespread acceptance of these generic qualities in the University community as the kinds of outcomes we can reasonably expect from our courses. Since the acceptance of the seven-part statement the University has begun to integrate the graduate qualities into the curriculum development and evaluation processes. The subject co-ordinators for Cardiorespiratory Physiotherapy 300 have reviewed the curriculum for this subject in light of these GQs. We believe that this subject does contribute to achieving the GQs but aim to embed and make these GQs transparent within both the curriculum and all assessable components. Consequently, you will find that with each assessable component, the GQ number (1-7) that it seeks to address is recorded next to it. Australian Physiotherapy Competency standards The Australian Council of Physiotherapy Regulating Authorities (ACPRA) has developed a set of standards, which all tertiary institutions offering undergraduate physiotherapy courses must ensure their graduates meet. These standards are known as the Australian Physiotherapy Competency standards. The standards consist of 8 units, each of which includes a number of elements. The aim of the Bachelor of Physiotherapy is to ensure that upon completion of the course all of our graduates will meet these standards. Consequently, from 2000, all assessment forms will adhere to the units and elements of the competency document to ensure that these standards are explicit within our clinical subjects. As the units and elements have been devised to establish the requirements of a beginning practitioner in physiotherapy, a number of the elements are not appropriate to be achieved by the end of the third year of the course. Therefore while the majority of the units and elements are achievable within the third year, a small number will not be formally assessed during this year of the course. /home/pptfactory/temp/20101018105417/report-on-graduate-quality-exemplar1688.doc 33

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