Course Coordinator:Cherie Wells (cwells@usc.edu.au) School:School of Health - Physiotherapy
UniSC Sunshine Coast |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
In this course you will be introduced the profession of physiotherapy, including areas and scope of practice, regulatory and professional bodies, ethical and legal responsibilities, and practice thresholds. You will also be orientated to client-centred care and evidence-based practice. You will also begin to develop effective communication, documentation, critical reflection skills relevant to conducting client interviews; begin to observe, describe and analyse movement, posture and function; and develop introductory skills in assessing pain and active range of movement.
Activity | Hours | Beginning Week | Frequency |
Blended learning | |||
Seminar – Seminars will orientate students to course/program, work integrated learning, inherent requirements, and fit for placement requirements, and support students in completing and preparing for assessments. These will occur in weeks 1-3, 5, 7 and 9. | 1hr | Week 1 | 6 times |
Laboratory 1 – Lab classes will support students in applying learning to clinical contexts and practical skill development. These will take place within the physiotherapy practice laboratories on a weekly basis. | 2hrs | Week 1 | 13 times |
Laboratory 2 – Lab classes will support students in applying learning to clinical contexts and practical skill development. These will take place within the physiotherapy practice laboratories on a weekly basis. | 2hrs | Week 1 | 13 times |
100 Level (Introductory)
12 units
Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Physiotherapy Board of Australia | |
1 | Describe the scope of practice and role of physiotherapists within different settings and identify opportunities for physiotherapy interventions |
Knowledgeable Empowered |
1.1, 1.2, 1.3, 4.5 |
2 | Explain the professional, ethical, legal and registration requirements to practice physiotherapy in Australia, and implications for students and graduates |
Knowledgeable Empowered Ethical |
1.4, 2.1, 2.2, 4.1, 4.2, 4.5 |
3 | Demonstrate a safe, person-centred, and culturally sensitive approach to interviewing clients and conducting physical assessments of pain, movement and function |
Knowledgeable Empowered Ethical Engaged |
1.1, 1.3, 3.1, 4.4, 4.5, 5.1 |
4 | Demonstrate effective communication skills, rapport building, critical reflection, and ability to give and receive feedback in a professional manner within academic and clinical contexts |
Creative and critical thinker Empowered Ethical Engaged |
2.3, 3.1, 3.3, 4.1, 4.2, 6.1 |
5 | Begin to observe, assess, describe, and document the movement, posture, and function of clients using appropriate anatomical terms and professional language |
Creative and critical thinker Empowered Engaged |
1.1, 1.3, 3.1, 3.2 |
6 | Apply the International Classification of Functioning and Disability model to physiotherapy assessment and clinical reasoning through findings |
Knowledgeable Creative and critical thinker Empowered Engaged |
1.1, 1.2, 1.3, 5.1 |
CODE | COMPETENCY |
Physiotherapy Board of Australia | |
1.1 | Plan and implement an efficient, effective, culturally responsive and client-centred physiotherapy assessment |
1.2 | Involve the client and relevant others in the planning and implementation of safe and effective physiotherapy using evidence-based practice to inform decision-making |
1.3 | Review the continuation of physiotherapy and facilitate the client’s optimal participation in their everyday life |
1.4 | Advocate for clients and their rights to health care |
2.1 | Comply with legal, professional, ethical and other relevant standards, codes and guidelines |
2.2 | Make and act on informed and appropriate decisions about acceptable professional and ethical behaviours |
2.3 | Recognise the need for, and implement, appropriate strategies to manage their physical and mental health and resilience |
3.1 | Use clear, accurate, sensitive and effective communication to support the development of trust and rapport in professional relationships with the client and relevant others |
3.2 | Record and effectively communicate physiotherapy assessment findings, outcomes and decisions |
3.3 | Deal effectively with actual and potential conflict in a proactive and constructive manner |
4.1 | Assess their practice against relevant professional benchmarks and take action to continually improve their practice |
4.2 | Evaluate their learning needs, engage in relevant continuing professional development and recognise when to seek professional support, including peer review |
4.4 | Proactively apply principles of quality improvement and risk management to practice |
4.5 | Recognise situations that are outside their scope of expertise or competence and take appropriate and timely action |
5.1 | Engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice |
6.1 | Use education to empower themselves and others |
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Must be enrolled in program BH001
Not applicable
Not applicable
Not applicable
Standard Grading (GRD)
High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Students will receive feedback on draft client interview questions in week 4. Students will also have regular opportunities for informal feedback in class regarding interview and physical assessment skills.
Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
All | 1 | Artefact - Creative, and Oral | Individual | 10% | 5 minute Vlog & response to peer online |
Refer to Format | Online Submission |
All | 2 | Oral and Written Piece | Individual | 45% | There are 3 parts to this assessment: 1. 10 minute client interview and feedback (worth 10%) 2. 1500 words written assessment (worth 30%) 3. 5-10 minute online quiz (worth 5%) |
Week 9 | Online Assignment Submission with plagiarism check |
All | 3 | Practical / Laboratory Skills, and Written Piece | Individual | 45% | 40 minutes including 10 minute reading time. |
Exam Period | Exam Venue |
All - Assessment Task 1:Introductory Vlog | ||||||||||||||||||||||||||||
Goal: | The goal of this assessment task is to support first year students transitioning into university by facilitating introductions/interaction between peers and teaching staff, give students practice uploading files online and using technology, and provide opportunities for students to reflect on different roles of physiotherapy and personal and career aspirations. |
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Product: | Artefact - Creative, and Oral | |||||||||||||||||||||||||||
Format: | Students will introduce themselves to their practical group and peers using a Vlog format. They will post the 5-minute video to the private discussion board on the Canvas site in Week 2 of semester. Within their vlog students need to: 1. Introduce themselves and where they from 2. Why they want to study physiotherapy and chose to study at UniSC 3. What type of role and setting of physio practice to they aspire to work in, and why 4. Pose at least one question regarding physiotherapy study at UniSC. Students will then need to comment and answer a question from at least one of their peers on their Vlog in Week 3 of semester. |
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Criteria: |
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Generic Skills: | Communication, Collaboration, Problem solving, Organisation, Applying technologies |
All - Assessment Task 2:Client Interview and Written Assignment | |||||||||||||||||||||||||
Goal: | To provide opportunity for students to apply learning and skills that are progressively taught in this course including (1) communication, interviewing and documentation skills; (2) clinical reflection, responding feedback, personal responsibility for learning; (3) describing and analysing movement and functional ability using the International Classification of Functioning and Disability; (4) researching potential roles of physiotherapy and client outcomes and (5) recognising the relevance of the physiotherapy practice thresholds and AHPRA code of conduct to learning and clinical practice. |
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Product: | Oral and Written Piece | ||||||||||||||||||||||||
Format: | 1. Video of client interview and feedback (worth 10%) 2. Written assignment consisting of: (a) Critical reflection on interview and personal development plan (500 words, worth 10%) (b) ICF map and discussion of client function/disability and treatment priorities (500 words, worth 10%) (c) Potential role of physiotherapy supported by research evidence (500 words, worth 10%) 3. Online quiz on CANVAS to identify relevance of physiotherapy practice thresholds and code of conduct to assessment task (worth 5%) All aspects of this assessment are due in Week 9 - the specific due date and time will be provided via CANVAS along with the marking schema. Written material needs to be submitted via Turnitin on CANVAS, while the video can be uploaded to CANVAS without submitting via Turnitin. The online quiz is available on CANVAS and is automatically submitted on completion. |
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Criteria: |
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Generic Skills: | Communication, Collaboration, Problem solving, Organisation, Applying technologies, Information literacy |
All - Assessment Task 3:Objective Structured Clinical Examination | ||||||||||||||||||||||||||||||||||
Goal: | To evaluate student ability to assess pain and active range of movement of the upper and lower limb joints in a safe, professional, and effective manner and to document findings. Students will also need to obtain informed consent, comply with infection control and safe manual handling principles and answer examiner questions. |
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Product: | Practical / Laboratory Skills, and Written Piece | |||||||||||||||||||||||||||||||||
Format: | Students will cycle through 4 X 10 minute stations. The first station is a reading station where students can review their allocated questions, and prepare for their following stations. The second station and third station are practical stations where students will assess pain and active range of movement of the upper limb and lower limb (as specified by assessment questions). Peers will act as simulated patients. The examiner will also ask questions regarding relevant anatomy, factors limiting movement, and linked functional activities. The fourth station is where students can finalise documentation of their physical assessment. Please see CANVAS for the marking schema and schedule of assessment within the examination period (this will be timetabled around centrally scheduled examinations). Please note your therapist and client times. |
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Criteria: |
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Generic Skills: | Communication, Problem solving, Organisation, Applying technologies |
Programme Delivery Mode | Assessment Type | Title | Competency | Teaching Methods |
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Physiotherapy practice thresholds in Australia and Aotearoa New Zealand | ||||
All delivery modes | Artefact - Creative, and Oral | Introductory Vlog | 2.1 | Assessed |
2.2 | Assessed | |||
3.1 | Assessed | |||
3.2 | Assessed | |||
4.2 | Assessed | |||
6.1 | Assessed | |||
6.2 | Assessed | |||
Oral and Written Piece | Client Interview and Written Assignment | 1.1 | Assessed | |
1.2 | Assessed | |||
1.3 | Assessed | |||
2.1 | Assessed | |||
2.2 | Assessed | |||
3.1 | Assessed | |||
3.2 | Assessed | |||
4.1 | Assessed | |||
4.2 | Assessed | |||
4.3 | Assessed | |||
4.4 | Assessed | |||
4.5 | Assessed | |||
5.1 | Assessed | |||
6.1 | Assessed | |||
7.1 | Assessed | |||
Practical / Laboratory Skills, and Written Piece | Objective Structured Clinical Examination | 1.1 | Assessed | |
1.2 | Assessed | |||
1.3 | Assessed | |||
2.1 | Assessed | |||
3.1 | Assessed | |||
3.2 | Assessed | |||
4.1 | Assessed | |||
4.2 | Assessed | |||
4.3 | Assessed | |||
4.4 | Assessed | |||
4.5 | Assessed | |||
5.1 | Assessed | |||
7.1 | Assessed |
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
Period and Topic | Activities |
Module 1: Introduction to the physiotherapy profession, ethical and legal requirements, different roles and key principles |
Week 1 Seminar 1 - Introduction to program and PTY100 Online resources Lab 1 - Scope of practice, different areas/settings, practice thresholds Lab 2 - Ethical and legal requirements, AHPRA code of conduct |
Module 2: International Classification of Functioning and Disability model and applications to physiotherapy |
Week 2 Seminar 2 - Work integrated learning in physiotherapy and "fit for placement" requirements Online resources Lab 1 - ICF - Impairments, activity limitations, participation restrictions Lab 2 - ICF - Personal and environmental factors Assessment 1 (10%) - Upload VLog to private group discussion board within lab group |
Module 3: Client interview skills, communication and documentation |
Week 3 Seminar 3 - Briefing regarding Assessment 2 - Overview of tasks & criteria, client interview Online resources Lab 1 - Effective communication skills, building rapport, demonstrating empathy Lab 2 - Interview questions, process and technique Assessment 1 cont. (10%) - Comment on a peer's Vlog on the private group discussion board and answer a peer's question Week 4 Online resources Lab 1 - Clinical documentation of interview findings and relevance to ICF model Lab 2 - Simulated client interview and documentation - practice and feedback with peers Bring draft client interview questions to Lab 2 for feedback |
Module 4: Critical reflection, and giving and receiving feedback |
Week 5 Seminar 4 - Briefing regarding Assessment 2 - Critical reflection & feedback, relevance of practice thresholds and AHPRA code of conduct Online resources Lab 1 - Critical reflection Lab 2 - Feedback |
Module 5: Observation and description of movement, posture and function |
Week 6 Seminar 5 - Briefing regarding Assessment 2 - ICF template & identifying physiotherapy roles, research & referencing Online resources Lab 1 - Movement of lower quadrant Lab 2 - Movement of upper quadrant Week 7 Online resources Lab 1 - Static posture Lab 2 - Dynamic posture Week 8 Online resources Lab 1 - Function - Lower quadrant Lab 2 - Function - Upper quadrant |
Module 6: Lower limb basic anatomy and assessment of pain and movement |
Week 9 Assessment 2 (45%) - Client interview, written assignment and online quiz due this week Seminar 6 - Briefing regarding Assessment 3 - Practical OSCE Online resources Lab 1 - Overview/process, Knee Lab 2 - Ankle and Foot Week 10 Online resources Lab 1 - Hip Lab 2 - Lower limb revision |
Module 7: Upper limb basic anatomy and assessment of pain and movement |
Week 11 Online resources Lab 1 - Overview/process, wrist Lab 2 - Elbow, hand Week 12 Online resources Lab 1 - Shoulder Lab 2 - Upper limb revision |
Module 8: Spinal basic anatomy and assessment of pain and movement (and OSCE preparation and revision) |
Week 13 Online resources Lab 1 - Spine & clinical documentation Lab 2 - OSCE preparation |
Formal examination period |
Assessment 3 (45%) - Practical OSCE exam will be scheduled around scheduled examination times. Please note you will will need to act as a therapist AND a patient for a peer within the OSCE exam. Please see timetable on CANVAS. |
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
Required? | Author | Year | Title | Edition | Publisher |
Required | Hazel Clarkson | 2019 | Musculoskeletal Assessment | 4 | LWW |
Recommended | Joy Higgs,Megan Smith,Gillian Webb,Margot Skinner | 2017 | Contexts of Physiotherapy Practice (e-book) | n/a | Churchill Livingstone |
Students need to review inherent academic requirements to studying the Bachelor of Physiotherapy (Honours) program and if they perceive any potential difficulties in meeting these requirements should consult AccessAbility and the Head of Discipline for a confidential discussion. Reasonable adjustments may be possible for you to continue studying physiotherapy. Students will need to be prepared to disrobe to suitable underwear, swimwear and/or singlet/shorts for practical class activities, and to practice bone and soft tissue palpation, and assessment of body movement with their peers (regardless of gender). Students will need to inform the tutor of any injuries, illnesses or concerns in participating in simulation as a patient (or therapist) within practical laboratory classes and explore work-around options. All students will also need to complete a physiotherapy lab induction and comply with infection control and manual handling procedures to reduce risk of illness or injury. These requirements are the same for all physiotherapy courses (coded PTY). Students will also need to purchase a clinical uniform in preparation for practical assessment in this course (and for subsequent use in clinical assessments, simulations and placements in the program). The navy ‘Physiotherapy Student’ embroidered short sleeve ladies' blouse, men’s shirt or unisex tunic will be able to be ordered online from Game Clothing and shipped directly to students. Orders may take up to four weeks to arrive so should be ordered promptly upon start of session. Additional UniSC Uniform requirements include: Navy or black tailored trousers or shorts (knee-length), Navy, charcoal or black closed-in shoes and a plain, dark coloured jacket, jumper or cardigan if required. When a clinical uniform is required, students also need to: * Display and attach their student ID card to their uniform. * Keep jewellery, make-up and scent (e.g. perfume, deodorant, aftershave) to a minimum. * Hair, whatever the style, should be professional looking and tidy. * Fingernails kept short, clean, and free of nail polish. No artificial nails of any kind are permitted.
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Eligibility for Supplementary Assessment
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:
(a) The final mark is in the percentage range 47% to 49.4%; and
(b) The course is graded using the Standard Grading scalePlease note: Students will also have one re-sit examination opportunity for Practical OSCE . The re-sit opportunity will be offered if students fail their first attempt given the potentially stressful nature of an OSCE. Students who re-sit and pass the OSCE will receive a maximum of 50% for the relevant assessment item.
Late submissions may be penalised up to and including the following maximum percentage of the assessment task’s identified value, with weekdays and weekends included in the calculation of days late:
(a) One day: deduct 5%;
(b) Two days: deduct 10%;
(c) Three days: deduct 20%;
(d) Four days: deduct 40%;
(e) Five days: deduct 60%;
(f) Six days: deduct 80%;
(g) Seven days: A result of zero is awarded for the assessment task.The following penalties will apply for a late submission for an online examination:
Less than 15 minutes: No penalty
From 15 minutes to 30 minutes: 20% penalty
More than 30 minutes: 100% penalty
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For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
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To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.
Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.
To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.
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