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PHTY812 – Health and Wellbeing Across Lifespan A

2017 – S1 Day

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor
Verity Pacey
Contact via verity.pacey@mq.edu.au
Mon, Thurs, Fri
Tutor
Kelly Gray
Contact via kelly.gray@mq.edu.au
Lecturer
Kate Scrivener
Contact via kate.scrivener@mq.edu.au
HAWC Co-ordinator
Tim Foulcher
Contact via tim.foulcher@mq.edu.au
Credit points Credit points
4
Prerequisites Prerequisites
PHTY808 and PHTY809 and PHTY810 and PHTY811
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit has an integrated clinical component and focuses on the delivery of physiotherapy services to promote and enhance health and wellbeing in selected populations across the life span, with an emphasis on children and older persons. Students will build on and integrate material from their clinical placements and the core areas of cardiorespiratory, musculoskeletal and neurological physiotherapy as well as foundation sciences.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at http://students.mq.edu.au/student_admin/enrolmentguide/academicdates/

Learning Outcomes

  1. Describe how biological processes during early development and ageing impact on health and physiotherapy care.
  2. Plan and conduct an age-appropriate assessment of people across the lifespan with multiple systems involvement and pain, including a history and physical examination.
  3. Analyse assessment findings to form a diagnosis and a prioitised list of problems in impairments, activity limitations and participation restriction, which are appropriate for a child or an older adult.
  4. Develop a safe and effective physiotherapy plan appropriate for a child and an older adult that addresses the individual's goals and utilises evidence-based treatment including preventative strategies to promote health.
  5. Determine a plan of appropriate monitoring and evaluation that uses age-appropriate outcome measures during the assessment and treatment of children and older adults and practice using these measures with volunteers from the Health and Wellbeing Collaboration (HAWCS).
  6. Demonstrate competency in communicating with children, older adults and their family / carers to provide information about their diagnosis and prognosis and to select a treatment with consideration of the preferences and expectations of the individual, their family and/or carers.
  7. Describe the efficacy of treatments for child or an older adult with multiple systems involvement, based on current evidence and demonstrate competence in implementing these treatments with peers.
  8. Understand the interprofessional services in the health care system that provide support for children with special needs and the elderly in the community.

General Assessment Information

General Assessment Information

Information concerning Macquarie University's assessment policy is available at http://mq.edu.au/policy/docs/assessment/policy_2016.html. Grade descriptors and other information concerning grading requirements are contained in Schedule 1 of the Macquarie University Assessment Policy, which is available at: http://www.mq.edu.au/policy/docs/assessment/schedule_1.html

To pass this unit, students must demonstrate sufficient evidence of achievement of the learning outcomes and attempt all assessment tasks.

Further details for each assessment task will be available on iLearn, including marking rubrics.

All final grades in the department of Health Professions are determined by a grading committee and are not the sole responsibility of the Unit Convenor.

Students will be awarded one of these grades plus a Standardised Numerical Grade (SNG). The SNG is not necessarily a summation of the individual assessment components. The final grade and SNG that are awarded reflect the corresponding grade descriptor in Schedule 1 of the Assessment Policy.

Extensions for Assessment Tasks

Applications for assessment task extensions must be submitted via www.ask.mq.edu.au . For further details please refer to the Disruption to Studies Policy available at http://mq.edu.au/policy/docs/disruption_studies/policy.html

Late Submission of Work

All assignments which are officially received after the due date, and where no extension has been granted by the course convenor or tutor, will incur a deduction of 10% for the first day, and 10% for each subsequent day including the actual day on which the work is received. Weekends and public holidays are included. For example:

Due Date

Received

Days Late

Deduction

Raw Mark

Final Mark

Friday, 14th

Monday, 17th

3

30%

75%

45%

Assessment Tasks

Name Weighting Due
HAWC written assignment 20% 6th April 2017
HAWC video assignment 30% 18th May 2017
Written examination 50% Week 14,15,16
Clinical placement logbook 0% 26th June 2017

HAWC written assignment

Due: 6th April 2017
Weighting: 20%

In pairs, students will complete a worksheet relating to their HAWC. This will incorporate the initial assessment of their HAWC and the impact of their HAWC's health condition on  on their daily function. An individual written task relating to the HAWC's participation in their daily activities will also be completed.


This Assessment Task relates to the following Learning Outcomes:
  • Plan and conduct an age-appropriate assessment of people across the lifespan with multiple systems involvement and pain, including a history and physical examination.
  • Analyse assessment findings to form a diagnosis and a prioitised list of problems in impairments, activity limitations and participation restriction, which are appropriate for a child or an older adult.
  • Develop a safe and effective physiotherapy plan appropriate for a child and an older adult that addresses the individual's goals and utilises evidence-based treatment including preventative strategies to promote health.
  • Demonstrate competency in communicating with children, older adults and their family / carers to provide information about their diagnosis and prognosis and to select a treatment with consideration of the preferences and expectations of the individual, their family and/or carers.
  • Understand the interprofessional services in the health care system that provide support for children with special needs and the elderly in the community.

HAWC video assignment

Due: 18th May 2017
Weighting: 30%

Students will submit a video demonstrating an interaction between themselves and their HAWC and/or their carer, along with a short written reflection based upon the submitted video.


This Assessment Task relates to the following Learning Outcomes:
  • Develop a safe and effective physiotherapy plan appropriate for a child and an older adult that addresses the individual's goals and utilises evidence-based treatment including preventative strategies to promote health.
  • Demonstrate competency in communicating with children, older adults and their family / carers to provide information about their diagnosis and prognosis and to select a treatment with consideration of the preferences and expectations of the individual, their family and/or carers.

Written examination

Due: Week 14,15,16
Weighting: 50%

This written examination will be a 3-hour exam that is combined with PHTY814 Health and Well-Being Across the Lifespan B. This exam will test student's understanding of all content delivered in this unit of study. Questions will be both short and long answer and will be based on complex case studies. The case studies will be released to students prior to the exam date.


This Assessment Task relates to the following Learning Outcomes:
  • Describe how biological processes during early development and ageing impact on health and physiotherapy care.
  • Plan and conduct an age-appropriate assessment of people across the lifespan with multiple systems involvement and pain, including a history and physical examination.
  • Analyse assessment findings to form a diagnosis and a prioitised list of problems in impairments, activity limitations and participation restriction, which are appropriate for a child or an older adult.
  • Develop a safe and effective physiotherapy plan appropriate for a child and an older adult that addresses the individual's goals and utilises evidence-based treatment including preventative strategies to promote health.
  • Determine a plan of appropriate monitoring and evaluation that uses age-appropriate outcome measures during the assessment and treatment of children and older adults and practice using these measures with volunteers from the Health and Wellbeing Collaboration (HAWCS).
  • Demonstrate competency in communicating with children, older adults and their family / carers to provide information about their diagnosis and prognosis and to select a treatment with consideration of the preferences and expectations of the individual, their family and/or carers.
  • Describe the efficacy of treatments for child or an older adult with multiple systems involvement, based on current evidence and demonstrate competence in implementing these treatments with peers.
  • Understand the interprofessional services in the health care system that provide support for children with special needs and the elderly in the community.

Clinical placement logbook

Due: 26th June 2017
Weighting: 0%

Students will submit a logbook of experiences acquired during HAWC placements – during both volunteer visits and clinic/school/group observations.   There are no marks assigned to this task but submission of this logbook is part of the assessment requirements for this unit of study. If you fail to submit your logbook your results will be withheld from release. 


This Assessment Task relates to the following Learning Outcomes:
  • Determine a plan of appropriate monitoring and evaluation that uses age-appropriate outcome measures during the assessment and treatment of children and older adults and practice using these measures with volunteers from the Health and Wellbeing Collaboration (HAWCS).
  • Demonstrate competency in communicating with children, older adults and their family / carers to provide information about their diagnosis and prognosis and to select a treatment with consideration of the preferences and expectations of the individual, their family and/or carers.
  • Understand the interprofessional services in the health care system that provide support for children with special needs and the elderly in the community.

Delivery and Resources

Assumed Knowledge

This unit assumes that you have a good understanding of all content delivered in Semesters A-C. This unit draws on knowledge related to musculoskeletal, cardiorespiratory and neurological physiotherapy, and then extends that knowledge to cover specific patient populations.

 

Teaching and Learning Strategy

Lectures will provide foundation knowledge and also use large group discussion, enabling students to use tutorial time efficiently to develop technical skills and clinical reasoning. The teaching approach will be based on students developing a deep understanding of the principles and the ability to independently solve problems. The expectation is therefore that students can translate this knowledge to different scenarios eg patients with slightly different presentation, ages or family conditions.

 

Unit Organisation

This is a four credit point unit run over a 13 week session. There is a one hour lecture and a two hour tutorial most weeks. Students will also spend 70 hours across the semester (shared between PHTY 812 and PHTY 814) participating in the Health and well-being Collaboration (HAWC) program. Participation in the HAWC program is a major component  of the unit of study. This involves following the health care experience of a paediatric volunteer from the community. This will enable students to gain a much deeper understanding of the paediatric health care system. The assessments in this unit rely heavily on experience gained during their HAWC hours.

 

Attendance

All lectures and tutorials are scheduled in your individual timetable. You may request to the unit convenor to attend a different tutorial on a one-off basis for extenuating circumstances. In most cases, lectures are recorded; however, attendance is expected at both lectures and tutorials, as this is where much of the learning occurs. Failure to attend may impact your final results. It is the responsibility of the student to contact their tutor by email if they are going to be absent. The timetable for classes can be found on the University website at: http://www.timetables.mq.edu.au  and a week by week timetable will be available on iLearn.

 

Unit Materials and Readings

The following textbook is recommended but not essential. An electronic copy of this textbook is available through the library. 

Campbell, SK (2012) Physical Therapy for Children (4th edition) Philadelphia: Saunders

 

Recommendations about specific readings from these and other resources (such as research papers, books, websites and videos) will be listed on iLearn.

 

Technology and equipment

On-campus

Teaching rooms are equipped with state of art audio-visual and ICT equipment using ipads, internet connection, high quality video cameras and multiple LCD screens. Students will use a range of physiotherapy specific equipment typically used in the assessment and management of people with a range of health conditions.

Off-campus

To study optimally when off campus you will need to have access to a reliable internet connection to retrieve unit information and at times to submit assessment tasks via iLearn.

Videos relevant to many of the tutorials will be available on the iLearn site.

 

Consultation with staff: All staff will be available for individual consultation. See iLearn for contact details and times.

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:

Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html

Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html

Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html

Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html​

Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.

In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Enquiry Service

For all student enquiries, visit Student Connect at ask.mq.edu.au

Equity Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Graduate Capabilities

PG - Critical, Analytical and Integrative Thinking

Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.

This graduate capability is supported by:

Learning outcomes

  • Describe how biological processes during early development and ageing impact on health and physiotherapy care.
  • Plan and conduct an age-appropriate assessment of people across the lifespan with multiple systems involvement and pain, including a history and physical examination.
  • Analyse assessment findings to form a diagnosis and a prioitised list of problems in impairments, activity limitations and participation restriction, which are appropriate for a child or an older adult.
  • Develop a safe and effective physiotherapy plan appropriate for a child and an older adult that addresses the individual's goals and utilises evidence-based treatment including preventative strategies to promote health.
  • Determine a plan of appropriate monitoring and evaluation that uses age-appropriate outcome measures during the assessment and treatment of children and older adults and practice using these measures with volunteers from the Health and Wellbeing Collaboration (HAWCS).
  • Describe the efficacy of treatments for child or an older adult with multiple systems involvement, based on current evidence and demonstrate competence in implementing these treatments with peers.

Assessment tasks

  • HAWC written assignment
  • HAWC video assignment
  • Written examination
  • Clinical placement logbook

PG - Capable of Professional and Personal Judgment and Initiative

Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.

This graduate capability is supported by:

Learning outcomes

  • Plan and conduct an age-appropriate assessment of people across the lifespan with multiple systems involvement and pain, including a history and physical examination.
  • Analyse assessment findings to form a diagnosis and a prioitised list of problems in impairments, activity limitations and participation restriction, which are appropriate for a child or an older adult.
  • Develop a safe and effective physiotherapy plan appropriate for a child and an older adult that addresses the individual's goals and utilises evidence-based treatment including preventative strategies to promote health.
  • Determine a plan of appropriate monitoring and evaluation that uses age-appropriate outcome measures during the assessment and treatment of children and older adults and practice using these measures with volunteers from the Health and Wellbeing Collaboration (HAWCS).
  • Demonstrate competency in communicating with children, older adults and their family / carers to provide information about their diagnosis and prognosis and to select a treatment with consideration of the preferences and expectations of the individual, their family and/or carers.
  • Describe the efficacy of treatments for child or an older adult with multiple systems involvement, based on current evidence and demonstrate competence in implementing these treatments with peers.
  • Understand the interprofessional services in the health care system that provide support for children with special needs and the elderly in the community.

Assessment tasks

  • HAWC written assignment
  • HAWC video assignment
  • Written examination
  • Clinical placement logbook

PG - Discipline Knowledge and Skills

Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.

This graduate capability is supported by:

Learning outcomes

  • Describe how biological processes during early development and ageing impact on health and physiotherapy care.
  • Plan and conduct an age-appropriate assessment of people across the lifespan with multiple systems involvement and pain, including a history and physical examination.
  • Analyse assessment findings to form a diagnosis and a prioitised list of problems in impairments, activity limitations and participation restriction, which are appropriate for a child or an older adult.
  • Develop a safe and effective physiotherapy plan appropriate for a child and an older adult that addresses the individual's goals and utilises evidence-based treatment including preventative strategies to promote health.
  • Determine a plan of appropriate monitoring and evaluation that uses age-appropriate outcome measures during the assessment and treatment of children and older adults and practice using these measures with volunteers from the Health and Wellbeing Collaboration (HAWCS).
  • Demonstrate competency in communicating with children, older adults and their family / carers to provide information about their diagnosis and prognosis and to select a treatment with consideration of the preferences and expectations of the individual, their family and/or carers.
  • Describe the efficacy of treatments for child or an older adult with multiple systems involvement, based on current evidence and demonstrate competence in implementing these treatments with peers.
  • Understand the interprofessional services in the health care system that provide support for children with special needs and the elderly in the community.

Assessment tasks

  • HAWC written assignment
  • HAWC video assignment
  • Written examination
  • Clinical placement logbook

PG - Research and Problem Solving Capability

Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.

This graduate capability is supported by:

Learning outcomes

  • Describe how biological processes during early development and ageing impact on health and physiotherapy care.
  • Plan and conduct an age-appropriate assessment of people across the lifespan with multiple systems involvement and pain, including a history and physical examination.
  • Analyse assessment findings to form a diagnosis and a prioitised list of problems in impairments, activity limitations and participation restriction, which are appropriate for a child or an older adult.
  • Develop a safe and effective physiotherapy plan appropriate for a child and an older adult that addresses the individual's goals and utilises evidence-based treatment including preventative strategies to promote health.
  • Determine a plan of appropriate monitoring and evaluation that uses age-appropriate outcome measures during the assessment and treatment of children and older adults and practice using these measures with volunteers from the Health and Wellbeing Collaboration (HAWCS).
  • Demonstrate competency in communicating with children, older adults and their family / carers to provide information about their diagnosis and prognosis and to select a treatment with consideration of the preferences and expectations of the individual, their family and/or carers.
  • Describe the efficacy of treatments for child or an older adult with multiple systems involvement, based on current evidence and demonstrate competence in implementing these treatments with peers.

Assessment tasks

  • HAWC written assignment
  • HAWC video assignment
  • Written examination
  • Clinical placement logbook

PG - Effective Communication

Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.

This graduate capability is supported by:

Learning outcomes

  • Describe how biological processes during early development and ageing impact on health and physiotherapy care.
  • Plan and conduct an age-appropriate assessment of people across the lifespan with multiple systems involvement and pain, including a history and physical examination.
  • Analyse assessment findings to form a diagnosis and a prioitised list of problems in impairments, activity limitations and participation restriction, which are appropriate for a child or an older adult.
  • Develop a safe and effective physiotherapy plan appropriate for a child and an older adult that addresses the individual's goals and utilises evidence-based treatment including preventative strategies to promote health.
  • Determine a plan of appropriate monitoring and evaluation that uses age-appropriate outcome measures during the assessment and treatment of children and older adults and practice using these measures with volunteers from the Health and Wellbeing Collaboration (HAWCS).
  • Demonstrate competency in communicating with children, older adults and their family / carers to provide information about their diagnosis and prognosis and to select a treatment with consideration of the preferences and expectations of the individual, their family and/or carers.
  • Describe the efficacy of treatments for child or an older adult with multiple systems involvement, based on current evidence and demonstrate competence in implementing these treatments with peers.
  • Understand the interprofessional services in the health care system that provide support for children with special needs and the elderly in the community.

Assessment tasks

  • HAWC written assignment
  • HAWC video assignment
  • Written examination
  • Clinical placement logbook

PG - Engaged and Responsible, Active and Ethical Citizens

Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues

This graduate capability is supported by:

Learning outcomes

  • Plan and conduct an age-appropriate assessment of people across the lifespan with multiple systems involvement and pain, including a history and physical examination.
  • Analyse assessment findings to form a diagnosis and a prioitised list of problems in impairments, activity limitations and participation restriction, which are appropriate for a child or an older adult.
  • Develop a safe and effective physiotherapy plan appropriate for a child and an older adult that addresses the individual's goals and utilises evidence-based treatment including preventative strategies to promote health.
  • Determine a plan of appropriate monitoring and evaluation that uses age-appropriate outcome measures during the assessment and treatment of children and older adults and practice using these measures with volunteers from the Health and Wellbeing Collaboration (HAWCS).
  • Demonstrate competency in communicating with children, older adults and their family / carers to provide information about their diagnosis and prognosis and to select a treatment with consideration of the preferences and expectations of the individual, their family and/or carers.
  • Describe the efficacy of treatments for child or an older adult with multiple systems involvement, based on current evidence and demonstrate competence in implementing these treatments with peers.
  • Understand the interprofessional services in the health care system that provide support for children with special needs and the elderly in the community.

Assessment tasks

  • HAWC written assignment
  • HAWC video assignment
  • Written examination
  • Clinical placement logbook

Changes from Previous Offering

Lecture and tutorial content has been updated and a tutorial has been incorporated into the timetable to provide an opportunity for tutor and peer feedback for the first written assignment.