Physiotherapy Across the Lifespan (11539.2)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | On-campus |
Bruce, 91直播 |
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Health |
| Discipline | Study level | HECS Bands |
| Discipline Of Physiotherapy | Level 3 - Undergraduate Advanced Unit | Band 2 2021 (Commenced After 1 Jan 2021) Band 3 2021 (Commenced Before 1 Jan 2021) |
This unit may be co-taught with the postgraduate version of the unit 11551 Physiotherapy Across the Lifespan PG.
Learning outcomes
After successful completion of this unit, students will be able to:1. Understand the typical developmental changes (and variations) that occur from infancy, through to adulthood and older age, in the neurological, musculoskeletal and cardiopulmonary systems;
2. Effectively plan, assess and evaluate children and adults children and adults with dysfunction of neurological, musculoskeletal and cardiopulmonary systems;
3. Devise, apply and adapt age-appropriate physiotherapy interventions specific to an individual's needs at all stages of life using appropriate outcome measures;
4. Assess, evaluate and discriminate between the complex causes of disability across the lifespan;
5. Initiate, apply and appraise skills in reflective practice, giving and receiving feedback and professionalism to enable readiness for clinical physiotherapy practice; and
6. Select, apply and adapt manual handling and first aid strategies for a range of clinical settings.
Graduate attributes
1. UC graduates are professional - communicate effectively1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
1. UC graduates are professional - take pride in their professional and personal integrity
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
Skills development
On 15 Nov 2023, the Physiotherapy Board of Australia and the Physiotherapy Board of New Zealand released the bi-national . The Physiotherapy Practice Thresholds set the requirements for all New Zealand and Australian Physiotherapy graduates.
Overview of roles and key competencies
| . | Key competencies Registered physiotherapists in Australia and Aotearoa New Zealand are able to: |
| 1. Physiotherapy practitioner | 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鈥檚 optimal participation in their everyday life 1.4 advocate for clients and their rights to health care |
| 2. Professional and ethical practitioner | 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. Communicator | 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. Reflective practitioner and self-directed learner | 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 4.3 efficiently consume and effectively apply research and commit to practice informed by best available research evidence and new knowledge 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. Collaborative practitioner | 5.1 engage in an inclusive, collaborative, consultative, culturally responsive and client-centred model of practice 5.2 engage in safe, effective and collaborative interprofessional practice |
| 6. Educator | 6.1 use education to empower themselves and others 6.2 seek opportunities to lead the education of others, including physiotherapy students, as appropriate, within the physiotherapy setting |
| 7. Manager/leader | 7.1 organise and prioritise their workload and resources to provide safe, effective and efficient physiotherapy autonomously and, where relevant, as a team member 7.2 lead others effectively and efficiently within relevant professional, ethical and legal frameworks |
Prerequisites
8979 Cardiothoracic Interventions 2 AND8982 Neurological Interventions 1 AND
8986 Musculoskeletal Interventions 2
Corequisites
Enrolment in 202JA Bachelor of Physiotherapy AND8983 Neurological Interventions 2
Incompatible units
11551 Physiotherapy Across the Lifespan PGEquivalent units
None.Assumed knowledge
Prior knowledge of relevant musculoskeletal, cardiorespiratory and neurological physiotherapy units as per the prerequisite units listed.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2025 | Bruce, 91直播 | Semester 2 | 28 July 2025 | On-campus | Ms Tayne Ryall |
| 2026 | Bruce, 91直播 | Semester 2 | 10 August 2026 | On-campus | Ms Tayne Ryall |
Required texts
There is no compulsory reading required other than material presented in lectures and tutorials.
Highly recommended reading Paediatrics
- Novak I, Mcintyre S, Morgan C, et al. A systematic review of interventions for children with cerebral palsy: state of the evidence. Developmental Medicine & Child Neurology. 2013;55(10):885-910. doi:10.1111/dmcn.12246
- Spittle AJ, Doyle LW, Boyd RN. A systematic review of the clinimetric properties of neuromotor assessments for preterm infants during the first year of life. Developmental Medicine & Child Neurology. 2008;50(4):254-266. doi:10.1111/j.1469-8749.2008.02025.x
3. Rand S, Hill L, Prasad, SA. Physiotherapy in cystic fibrosis: optimising techniques to improve outcomes. Paediatric Respiratory Reviews, 2012, Vol. 14 (4), p263-269.
- Mackean, GL, Thurston, W, Scott, C. Bridging the divide between families and health Professionals' perspective on Family -centred care. Blackwell Publishing Ltd. 2005 Health Expectations, 8, pp.74-85
Other recommended Paediatrics
- Pierrat et al. Neurodevelopmental outcome at 2 years for preterm children born at 22 to 34 weeks' gestation in France in 2011: EPIPAGE-2 cohort study. BMJ, 2017; Vol.358, p.j3448
- Wearing SC, Hennig, EM, Byrne NM, Steele JR, Hills, AP. The impact of childhood obesity on musculoskeletal form. The International Association for the Study of Obesity. Obesity Reviews, 2006; 7, 209-218.
- Fitzgerald DA, Follett J, Van Asperen PP. Assessing and managing lung disease and sleep disordered breathing in children with cerebral palsy.(Report). Paediatric Respiratory Reviews. 2009;10(1):18-.
- Blank R, Smits驴Engelsman B, Polatajko H, Wilson P. European Academy for Childhood Disability (EACD): Recommendations on the definition, diagnosis and intervention of developmental coordination disorder (long version)*. Developmental Medicine & Child Neurology. 2012;54(1):54-93. doi:10.1111/j.1469-8749.2011.04171.x
- Pate, JW, Hush, JM, Hancock, M, Moseley, L, Butler, DS, Simons, LE, Pacey, V. A Child's Concept of pain: An International Survey of Pediatric Pain Experts. Pate, J et al. Multidisciplinary Digital Publishing Institute MDPI, 2018.
6. Campbell SK, Palisano RJ, Orlin MN, Physical Therapy for Children, 2017, 5th Edition Saunders, Philadelphia. Please note that this is a new edition of this textbook and is only available for 3-day loan from the library. Copies of the 4th edition are available in the library.
OR
7.Tecklin, J. Pediatric Physical Therapy 2015 Philadelphia Lippincott Willims & Wilkins Call no.
Highly recommended for Ageing
Guccione, A.A. (2012). Geriatric Physical Therapy (3rd ed) St Louis. Mosby. Previous edition: Call number:
Morris, M., & Schoo, A., (2004). Optimizing Exercises and Physical Activity in the Older Person. Butterworth and Heinemann. Call number:
Gray L. (2001) Geriatric medicine a pocketbook for doctors, nurses and other health professionals and students. (2nd ed) Ausmed Publications. Call number:
Ropper, A. & Burrell, B.D. (2014). Reaching down the rabbit hole. Extraordinary journeys into the human brain. Atlantic Books. E-book online
These books are on short-term loan at the library or e-books.
Don't forget to look at the readings in Canvas.
Submission of assessment items
Extensions & Late submissions
All assessment items must be attempted.
Submission of the video assignment must be in a format that can be opened by the teaching team. It is required that you upload to a private YouTube channel and provide a link OR upload an MP4 file onto Canvas. Please do not use other file formats.
Special assessment requirements
The final assessment is a hurdle assessment
Graduates at this level will have an advanced and integrated understanding of a complex body of knowledge in one or more disciplines or areas of practice, and graduates at this level will apply knowledge and skills to demonstrate autonomy, expert judgement, adaptability and responsibility as a practitioner or learner
Supplementary assessment
As the final assessment is a hurdle, a resit, will be offered for those who fail the hurdle assessment.
Moderation of assessment items.
The Discipline of Physiotherapy adheres to the Faculty of Health Moderation Policy and all assignments and exams are moderated in accordance with that policy. Students may request a copy of the Physiotherapy moderation procedure.
Please note that the new assessment policy means that students are penalised 10% per day for overdue assessment pieces. Further, submission more than 3 days late will not be assessed.
Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
UC students have to complete the annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).