PHTY4006 Physiotherapy Clinics 4 Semester 2, 2016

Unit study package code: PHTY4006

Mode of study: Internal

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Clinical Practice: 1 x 172.5 Hours Semester

This unit contains a fieldwork component. Find out more about fieldwork on the work integrated learning (WIL) website at http://ctl.curtin.edu.au/wil/fieldwork/index.cfm, which also contains a link to the Fieldwork Policy and Fieldwork Manual.

Credit Value: 25.0

Pre-requisite units:MEDI3013 (v.0) Neuroscience Physiotherapy Rehabilitation or any previous version OR 11122 (v.0) Neuroscience 352 or any previous version

AND

MEDI3012 (v.0) Acute Care Cardiopulmonary Science or any previous version OR 11121 (v.0) Cardiopulmonary Science 352 or any previous version

AND

PHTY3000 (v.0) Integrated Physiotherapy Practice or any previous version OR 303100 (v.0) Physiotherapy Practice 352 or any previous version OR PHTY3001 (v.0) Physiotherapy Honours Proposal or any previous version OR 311547 (v.0) Physiotherapy Honours Practice 352 or any previous version

AND

GMED3004 (v.0) Upper Limb Musculoskeletal Science or any previous version OR 311539 (v.0) Musculoskeletal Science 352 or any previous version

AND

GMED3005 (v.0) Lifespan Health Science or any previous version OR 311540 (v.0) Lifespan Health Science 352 or any previous version

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Pass/Fail

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: MrName: Alan ReubensonPhone: 08 9266 3315Email: [email protected]: Building: 408 - Room: 3503Consultation times: The clinical coordination team is available to answer queries by

appointment, email or by telephone

Unit Outline

PHTY4006 Physiotherapy Clinics 4 Semester 2, 2016

Faculty of Health Sciences School of Physiotherapy and Exercise Science

PHTY4006 Physiotherapy Clinics 4 Bentley Campus 19 Jul 2016 School of Physiotherapy and Exercise Science, Faculty of Health Sciences

Page: 1 of 13CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://ctl.curtin.edu.au/wil/fieldwork/index.cfm

http://policies.curtin.edu.au/findapolicy/#F

http://ctl.curtin.edu.au/wil/local/docs/Fieldwork_Manual.pdf

http://fees.curtin.edu.au/incidental_fees.cfm

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus Physiotherapy Clinical Practice, to entry level standard according to the Australian Standards for Physiotherapy, managing clients in a particular setting or range of settings with a range of caseloads and model/s of intervention and service delivery.

Teaching Staff: Name: Heidi WelchPhone: +618 9266 1218Email: [email protected]: Building: 408 - Room: 3512

Name: Alan ReubensonPhone: +618 9266 3315Email: [email protected]: Building: 408 - Room: 3503

Name: Ginny MulveyPhone: +618 9266 3409Email: [email protected]: Building: 408 - Room: 3512

Name: Peter RobinsonPhone: +618 9266 3643Email: [email protected]: Building: 408 - Room: 3535

Administrative contact: Name: Suzanne JamesPhone: +618 9266 3608Email: [email protected]: Building: 408 - Room: 3608

Learning Management System: Blackboard (lms.curtin.edu.au)





http://lms.curtin.edu.au/

Introduction In Physiotherapy Clinics 1/2/3 students will already have completed three clinical placements in any of the following five clinical areas:

l Musculoskeletal Outpatients, l Neurology, l Cardiopulmonary, l Option A (Paediatrics, Gerontology, Women's Health, Occupational Health, Musculoskeletal Inpatients, Burns and Plastics,

Rheumatology, Psychiatry, Disability Services, Spinal Unit, Community Physiotherapy) l Option B (Inter-professional Education or Rural or International or Self-directed placement).

In Physiotherapy Clinics 4 and Physiotherapy Clinics 5, students will need to successfully complete the remaining two clinical areas. Part or all of these units may involve time in a Simulated Learning Environment (SLE). An SLE involves clinical practice with the use of mannequins and/or professional role play actors as a substitute for “traditional clients/patients”. SLE’s aim to create a learning environment that closely represents the “real world” clinical environment.

School of Physiotherapy & Exercise Science Expectations of Professionalism

Students are expected to be familiar with and adhere to the expectations outlined under the Curtin University Student Charter that can be found here: http://students.curtin.edu.au/rights/student_charter.cfm

Students should also follow Curtin’s Guide to Student Conduct: http://students.curtin.edu.au/rights/conduct.cfm

Students are also expected to adhere to the Guiding Ethical Principles of the University: http://students.curtin.edu.au/rights/geps.cfm

In addition, when representing the School of Physiotherapy & Exercise Science or Curtin University, or when acting in any capacity as a student of physiotherapy, students are expected to follow the Australian Physiotherapy Association's (APA) Code of Conduct. The code of conduct is available on the APA website: http://www.physiotherapy.asn.au/ under ‘Membership’: http://www.physiotherapy.asn.au/APAWCM/Membership/Code_Of_Conduct/APAWCM/Membership/Code_of_Conduct.aspx?hkey=f2b9eddb-d561-4ad8-a2c0-6c6d0391c6c5

You can download a copy of the Code of Conduct here. All students are expected to be familiar with the Code of Conduct.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

On successful completion of this unit students can: Graduate Attributes addressed

1 Implement physiotherapy practice, with cultural sensitivity, utilising clinical reasoning and evidence-based practice with minimal assistance at entry level standard in the fourth fieldwork placement in final year

2 Communicate effectively with clients, carers, professional colleagues and managers in the fourth fieldwork placement in final year

3 Evaluate own performance using reflective practice during the placement and determine appropriate actions to enhance future practice in the fourth fieldwork placement in finl year

4 Demonstrate professional behaviours and ethical practices in multidisciplinary teams in physiotherapy in the fourth fieldwork placement in final year





http://students.curtin.edu.au/rights/student_charter.cfm

http://students.curtin.edu.au/rights/conduct.cfm

http://students.curtin.edu.au/rights/geps.cfm

http://www.physiotherapy.asn.au/

http://www.physiotherapy.asn.au/APAWCM/Membership/Code_Of_Conduct/APAWCM/Membership/Code_of_Conduct.aspx?hkey=f2b9eddb-d561-4ad8-a2c0-6c6d0391c6c5

http://www.physiotherapy.asn.au/APAWCM/Membership/Code_Of_Conduct/APAWCM/Membership/Code_of_Conduct.aspx?hkey=f2b9eddb-d561-4ad8-a2c0-6c6d0391c6c5

http://policies.curtin.edu.au/local/docs/Code%20of%20Conduct%20-%20Approved%2030%20June%202009.pdf

Curtin's Graduate Attributes

Learning Activities Musculoskeletal Outpatients, Neurology, Cardiopulmonary, Option A

Curtin University has agreements with a number of facilities, including public, community and private organisations, thus providing students with the opportunity to experience placements in a range of different facilities. During each placement students will learn to assess, problem solve and treat patients in the area of specialty under the supervision of a Facility Clinical Educator (FCE) on a daily basis. The School of Physiotherapy & Exercise Science usually provides a Curtin Clinical Tutor (CCT) for 2-3 hours per week in weeks 1, 2, 3 and 5. Some clinical placements are structured such that the Facility Clinical Educator and the Curtin Clinical Tutor are the same person but fulfilling the requirements of both roles. Other models exist whereby the CCT has a reduced role, however the FCE’s input will be increased to provide adequate supervision from both sources across the whole 5-week placement. During their visit, the CCT is available to provide any assistance the student requires and students are able to take advantage of the opportunity to ask questions and clarify any areas of which they are unsure or any other concerns. The CCT liaises with the FCE regarding the student’s performance so that they can determine how best to spend their time with the student and provide them with the best learning opportunities. If there are any specific areas the student determines they would like covered, these can be requested of the CCT. The CCT also provides the student with feedback on their performance and identifies areas in which the student can improve at the end of each visit. Students are provided with a formative mid-placement assessment and an end of placement evaluative assessment. Option B

Option B will comprise one of the following: Inter-professional Education (IPE) or Rural or International or Self-directed placement. Self-Directed Placements

In self-directed placements students will gain valuable experience in identifying service needs, developing intervention programs and evaluating their effectiveness. They will also develop report writing, negotiation and communication skills with a wide variety of people in the workplace under the supervision of the project supervisor. Rural and Remote

The primary aim of the rural/remote placement is to expose students to community health care delivery in a rural environment. Students on this placement will be required to: handle a varied caseload (inpatients, outpatients and community based physiotherapy practice), conduct a variety of community based programs e.g. mature aged fitness classes and ante/post natal exercise/education, participate and conduct community work, e.g. home/school/workplace visits and understand the differences in service delivery between metropolitan and rural/remote areas. Students will be under the supervision of a Facility Clinical Educator (FCE) or equivalent. Rural placements do not have a visiting CCT. Students are provided with a formative mid-placement assessment and an end of placement evaluative assessment. International (Physiotherapy Abroad & Go Global) The Physiotherapy Abroad & Go Global programs have been developed in conjunction with established partnerships and are intended to promote the development of an international outlook and cultural diversity by providing students with the opportunity to embark on clinical placements in international locations. During the Physiotherapy Abroad & Go Global placements the student will be under the supervision of a Facility Clinical Educator (FCE) or equivalent. International placements do not have a visiting CCT. Students are provided with a formative mid-placement assessment and an end of placement evaluative assessment.

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

Inter-professional Education

The placement provides an authentic practice-based learning experience where undergraduate and postgraduate students, under the supervision of clinical educators, focus on developing the knowledge, skills and attitudes required for effective inter-professional client-centred collaborative practice. The learning environment is safe and supportive for all involved and encourages students to increase their level of independence and self-responsibility. Peer to peer learning is actively encouraged and it would be hoped students would be teaching almost as much as they learning. There is typically an Inter-professional facilitator who acts as the FCE and some IPE placements will also have a CCT provided.

Learning Resources Other resources

Although there are no essential texts for this unit, students are required to utilise information from all previous units

Students are required to be familiar with the information, policies and procedures contained within the Physiotherapy Practice Guidelines: School of Physiotherapy & Exercise Science, Curtin University. Materials needed for this unit in addition to this outline include:

l International Clinical Placement Information (see Blackboard) l Rural and Remote Information (see Blackboard) l Self-directed Information (see Blackboard) l Learning Agreement Information (see below)

Learning Agreements

Learning Agreements must be completed for each of the clinical placements listed above. These documents must be drawn up prior to the start of each clinical placement and should outline what learning outcomes the student wishes to achieve over the course of the placement. It is recommended that students discuss these outcomes with their tutors/clinical educators in the first week of placement. During the clinical program it is expected that students’ take a proactive and reflective approach to their clinical learning and for many students using a learning agreement is a good way of facilitating this approach. Based on previous placements and course experiences students’ should reflect on individual strengths and areas where improvement is needed and set realistic goals relating to these. The clinical educator’s role is to assist with developing goals specific to that location. These goals should be SMART.

1. Specific 2. Measurable 3. Achievable 4. Realistic 5. Timed

The learning agreement must be reviewed half way through and before the end of each placement by the student, with a formal written review completed by the student at these times. It is the students’ responsibility to ensure the learning agreement is up to date at these formal review times with the clinical educators. Completing the Learning Agreement

Prior to your placement starting document your learning objectives in SMART format and state the learning resources/opportunities you will use to achieve these. At midway, write a short piece on your progress towards the learning objectives and how you can modify/progress strategies to further enhance your learning on the placement. Before the end of placement, write a final piece on your progress with each objective. If you have not achieved any objectives identify why not and how you may address this in future placements. You must also identify two or three main areas you need to work on in your next placement. Please be as reflective and as honest with yourself as possible. Remember your learning agreement is to guide you and this process of self-reflection is a very important skill you need to take to graduation and beyond. Further information on the completion of learning agreements can be found on Blackboard. For your guidance, examples of completed learning agreements are presented.





Assessment Assessment schedule

Detailed information on assessment tasks

1.1. CLINICAL PLACEMENT

a. Musculoskeletal outpatients, neurology, cardiopulmonary, option A and option B

Facility Clinical Educator (FCE), using the Assessment of Physiotherapy Practice Form (APP) or Inter-professional Capability Assessment Tool (ICAT), will assess the student. Informal assessment using the criteria on the evaluation form should take place throughout the clinical placement. A formal mid-term evaluation during the third week of the placement, however, should be provided to summarise the students' strengths and weaknesses. The student will receive another summative evaluation in the final week of the placement. The FCE evaluation will be based on your performance throughout the five-week placement. A competent/not yet competent grade for the placement will be awarded. The Curtin Clinical Tutor (CCT), using the Assessment of Physiotherapy Practice Form or Inter-professional Capability Assessment Tool (ICAT), will assess the student. Assessment will be based on performance throughout the five-week placement and will often include an assessment of a patient/client assessment and treatment in the final week of the placement. A competent/not yet competent grade for the assessment will be given.

b. Self-directed

Students are required to complete the following:

l the Self-Directed Placement Contract, submitted prior to the commencement of the project; l the Self-Directed Placement Proposal submitted electronically, via Turnitin and email, at least one month prior to

commencement of the placement followed by two hard copies submitted on approval of the proposal, prior to the commencement of the project;

l the Self-Directed Placement Evaluation Report submitted electronically, via Turnitin and via hard copy submission through the Assignment Management System within 10 days following completion of the project.

The project supervisor is required to complete the following: l the Supervisor Evaluation Form at the end of the placement and return it to the School of Physiotherapy & Exercise

Science within 10 days of completion of the project.

For further details see Self Directed Information on Blackboard

c. Rural /Remote, Physiotherapy Abroad and Go Global

l Students are required to submit a report on their rural, remote or international health placement. l Students may be required to submit alternative material for assessment when participating in Physiotherapy Abroad

and/or Go Global. This will be negotiated with each group of students travelling to an international destination by the Curtin appointed supervisor of that placement, or by the Director, International Programs. Examples of materials that may be required include (usually only one of each example would be required to be undertaken):

¡ A presentation upon return to Australia to staff and/or future PT Abroad applicants ¡ Development of a video to promote the placement opportunity to future PT Abroad/Go Global applicants ¡ A written report outlining your personal experiences and reflection on the placement.

As the range of available destinations and associated experiences are very broad and quite different to one another, these assessment examples are a guide to the range of assessments that may be required. Due dates are negotiated and agreed beforehand by the student group and the Curtin appointed supervisor of that placement, or by the Director, International Programs.

For further details see Rural / Remote, Physiotherapy Abroad and Go Global Information on Blackboard.

Task Value % Date Due Unit Learning Outcome(s) Assessed

1 Clinical placement Pass/Fail TBA 1,2,3,4





Pass requirements

To successfully complete the unit you will need to submit the required number of written placement reflections or written reports (as applicable) and receive an overall competent grade for the placement. Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission (eg a mark equivalent to 10%

of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

Deferment of Assessment and Assessment Extension (School-specific Requirements)

The procedure for applying for deferral or extension of an assessment is formal. It involves completing an Application for Assessment Extension. This must be submitted to the Director for Entry Level Courses for assessment. All appropriate supporting documentation must be attached to the Application. The Director for Entry Level Courses will notify both the student and relevant Unit Coordinator of the outcome of the assessment via the OCC.

Information regarding the grounds for and application for assessment extension, as well as the application form can be found here: http://examinations.curtin.edu.au/students/sup_exam.cfm

Provisions of alternative clinical placements are subject to availability. Please be aware that deferred clinical placements may therefore result in delays in graduation. Deferred assessments

Supplementary assessments

Supplementary assessments are not available in this unit.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each semester.

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.

Deferred examinations/tests will be held from 05/09/2016 to 16/12/2016 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

http://students.curtin.edu.au/administration/

http://examinations.curtin.edu.au/students/sup_exam.cfm

http://life.curtin.edu.au/health-and-wellbeing/CAP.htm

http://life.curtin.edu.au/health-and-wellbeing/disability_services.htm

http://life.curtin.edu.au/health-and-wellbeing/disablity_services_eligibility.htm#/health-and-wellbeing/10126.htm

http://life.curtin.edu.au/health-and-wellbeing/contact_disability_services.htm

Referencing style

The referencing style for this unit is Vancouver.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel





http://libguides.library.curtin.edu.au/referencing

https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

Additional information

Procedures for Optimising Validity and Reliability of Assessments The Assessment of Physiotherapy Practice (APP) form is a standardised national assessment tool that has been developed to reflect the requirements of the Australian Standards for Physiotherapy 2006. All tutors have undergone training in the use of this tool.

Extra Supervision

Where a student is identified as being at risk of not reaching a competent level at the end of the placement, additional supervision may be provided during the fourth week of the placement. This will be at the discretion of the FCE and the CCT and in consultation with the Clinical Co-ordinator.

Additional Development Forms

If any difficulties have not been resolved by the end of the placement, but the student has met sufficient criteria to be competent, then an Additional Development Form (ADF) will be completed by the FCE and CCT and discussed with the student as part of the final assessment. An Additional Development Form (ADF) will also be completed for all failed placements.

**Students who receive an Additional Development Form will be required to meet with the Clinical Coordinator prior to commencement of their next placement to discuss the issues and strategies for management of the identified concerns in subsequent placements.** This will include a discussion of which information is to be provided to the FCE and CCT in the next placement to facilitate development of the skills/abilities, which have been identified as problematic. It is the student's responsibility to ensure they arrange a meeting with the Clinical Coordinator before proceeding into their next placement. Failure to arrange this meeting will necessitate the withdrawal of the student from the next placement until this meeting has been conducted and may delay the timely progress through the clinical program. Failure to adequately address, in subsequent placements, issues outlined in an ADF whether they are new or previously identified issues, will usually result in a not yet competent grade. This grading decision will be at the discretion of the Board of Examiners (BOE) taking into account the student’s performance in all areas of the Clinical Program to date.

Attendance

Students have a commitment to complete the allocated clinical experiences. Students are not usually required to make up time because of Public Holidays.

l If the student is sick, it is their responsibility to inform their Facility Clinical Educator, of their current clinical placement, of their inability to attend.

l The student must also inform the Clinical Administrator on 9266 4659 or [email protected]. l For periods of absence greater than one day a medical certificate is required and must be given to the Clinical

Administrator as soon as possible following the sick day/s. l If the student is absent, due to sickness, from any one clinical placement for three days, the entire placement may

have to be repeated.

In special situations the Head of School may exercise discretion to allow for extenuating circumstances. Each case will be judged upon its own merits. Up to six weeks leave, due to sickness, may be granted without penalty in extraordinary circumstances. See current Physiotherapy Clinical Practice Guidelines and Fieldwork Education Policy.

Special Leave and Absenteeism Special Leave must always be discussed with the Clinical Coordinator. Under no circumstances is the student to make individual arrangements with the facility supervisor for special leave.

Dress Code

Students are required to wear the Curtin University School of Physiotherapy uniform in all facilities unless otherwise specified. (See





Physiotherapy Clinical Practice Guidelines for dress requirements)

Completion of Mandatory Screening Requirements for Clinical Placement All students must complete all mandatory screening requirements before being allocated to clinical placements. Students who have not submitted requirements will not be able to participate in fieldwork. For details of requirements, please see Blackboard (Physiotherapy Clinical Programs). It is a requirement that these must be valid for the ENTIRE semester through to the 16th December 2016. The only exception to this is the Working With Children Check, which can only be renewed three months in advance of the expiry date. It is the students’ responsibility to check that their records are correct by logging onto SONIA. It is highly recommended that all students log onto SONIA weekly, to check the status of their mandatory requirements, and for changes to clinical allocations.

Student Opinion of Teaching (Clinical Educator Student Feedback Survey) Students are strongly encouraged to complete a Student Opinion of Teaching for both the Facility Clinical Educator and the Curtin Clinical Tutor for each placement. This feedback provides a mechanism for valuable feedback on the teaching styles and strategies for both Facility and Curtin educators. To ensure anonymity and so that the student can provide honest feedback, this feedback will be distributed to FCE and CCT’s at the end of Semester 2. Whilst honest feedback is required, students should ensure that all feedback is given in a constructive and professional manner. The link to complete the survey is found on Blackboard (or below) and should be completed at the conclusion of each placement block. This is the web page link for the survey: https://curtin.asia.qualtrics.com/SE/?SID=SV_54HJOR9sOmxoQp6

Allied Health Statistics (AHS)

Students are required to complete their data in the AHS system whilst on placement in many of the metropolitan hospitals. It is each student’s responsibility to ensure they become familiar with this system during the course of each placement.

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.





https://curtin.asia.qualtrics.com/SE/?SID=SV_54HJOR9sOmxoQp6

http://students.curtin.edu.au/rights/

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

There have been no major changes to this unit, however, new placements are continually added to the overall clinical program.

Through student and staff feedback the School evaluates the quality of all placements and supervision to ensure that clinical placements provide high quality learning opportunities for students.

Pre-clinical preparation workshops have been introduced in 3rd year to assist students in preparation for fieldwork placements in final year.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar

Week of Semester

Date Topic Assessment

Inter-semester 27/06

Block 6 commences - 28/6/16

Inter-semester 4/7 Block 6 continues

Inter-semester 11/7 Block 6 continues Mid-placement assessment due

Inter-semester 18/7 Block 6 continues

0 25/7 Completion of Block 6 – 28/7/16

Orientation (Friday 29 July) – 10am-12pm (403.101)

Assessment for Block 6

1 1/8 Block 7 commences – 2/8/16 *Clinical Educator Student Feedback survey for Block 6 due.

2 8/8 Block 7 continues

3 15/8 Block 7 continues Mid-placement assessment due


5 29/8 Completion of Block 7 – 1/9/16 Assessment for Block 7

6 5/9 Block 8 commences – 6/9/16 *Clinical Educator Student Feedback survey for Block 7 due.



9 26/9 Block 8 continues Monday 26/09/16 – Public Holiday, no clinic attendance

10 3/10 Completion of Block 8 – 6/10/16 Assessment for Block 8

11 10/10 Block 9 commences – 11/10/16 *Clinical Educator Student Feedback survey for Block 8 due




15 07/11 Completion of Block 9 – 10/11/16


16 14/11 Block 10 (Deferred) commences – 15/11/16

*Clinical Educator Student Feedback survey for Block 9 due

17 21/11 Block 10 (Deferred) continues


Mid-placement assessment due


20 12/12

Completion of Block 10 (Deferred) – 15/12/16


*Clinical Educator Student Feedback survey for Block 10 due





*Clinical Educator Student Feedback survey is found online here:


NB: For all PCR information, such as timetabled practice sessions etc, refer to the Physiotherapy Clinics 5 (PHTY4015) Unit Outline






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PHTY4006 Physiotherapy Clinics 4 Semester 2, 2016

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