Rehabilitation and Restorative Disorders I: Holistic Management
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Established in 1991 after amalgamating four eastern Australian Catholic tertiary institutes, Australian Catholic University now has seven campuses, from Brisbane to Melbourne and welcomes students of all beliefs. Specialising in arts, business, education, health sciences, law, theology and philosophy, ACU encourages its students to think critically and ethically and bring change to their communities and offer this online through Open Universities Australia.
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On successful completion of this subject, students should be able to:
- Critically analyse and discuss how pathophysiology and symptomatology, influences activity limitations (primary and secondary impairments) and capacity to participate and evaluate how these impact on clinical reasoning and management decisions aimed at achieving optimal clinical outcomes for clients with aged and neurological disorders
- Apply advanced knowledge of evidence based practice to critically evaluate and discuss clinical reasoning factors that underpin appropriate evidence based assessment strategies to inform holistic interprofessional and discipline specific rehabilitation management decisions aimed at achieving optimal person centred outcomes
- Critically analyse and discuss the effects of social and environmental factors for those from challenged and disadvantaged backgrounds (including people from Aboriginal and Torres Strait Island (ATSI) descent) and how these may impact on effective evidence based rehabilitation management and provision of care
- Identify and critically discuss and communicate current and innovative person-centred holistic management strategies, based on advanced knowledge of evidence based practice to develop safe and effective interprofessional and discipline-specific holistic multi-professional management plans across the lifespan
- Pathophysiology, symptomatology, underlying mechanisms and resulting impairments
- Functional neuroanatomical localisation of the brain; R vs L hemisphere function; functional neurophysiology of brain regions
- Symptomatology related to common vascular syndromes and common chronic conditions across the lifespan;
- Symptomatology related to common ageing conditions.
- Recovery mechanisms including plasticity of nervous system and implications for interventions
- Activity Restrictions limiting Activity and Participation
- Primary impairments e.g. motor, sensory, visual, communication, perceptual impairments;
- Cognitive and behavioural impairments and impact on activity and participation capacity
- Secondary impairments / Activity limitations and participation restrictions resulting from ABI e.g. fatigue, depression, increasing dependence, loss of roles.
- Assessment and clinical reasoning:
- Assessment tests/ tools; interpretation of assessment findings and comparison with normal and expected clinical picture
- Establishing prioritised issues and/or diagnoses
- Collaborative goal setting
- Measurement of outcome and reassessment
- Selection of management program/ evidence based intervention techniques
- Holistic management and continuum of care
- Discipline specific care in the context of the team
- Multiple disciplines enabling holistic care by rehabilitation team
- Inter-disciplinary care options for integrated collaborative care and optimal outcomes in functional activities and participation in home / community
- Implications for communication between team when patient owns file (check)
- Continuum of care - acute hospital to rehabilitation unit to community and follow-up.
- Service delivery models
- Setting specific service issues
In order to enrol in this subject, you must be accepted into one of the following degrees:
No special requirements
Experienced health care professionals focusing on delivery of rehabilitative and restorative care, are required to develop optimal holistic management strategies aimed at producing the best long-term outcomes for their clients, within an increasingly complex environment.
This subject provides a range of cases purposefully designed to enhance current knowledge and understanding of pathophysiological processes influencing clinical symptomatology and functional limitations. These cases aim to draw out the impact of neuro-cognitive, psycho-social and cultural issues related to holistic management as well as facilitate assimilation of current and enhanced knowledge of recovery processes in order to maximise a client’s capacity for independence, participation and productivity. Students will be required to apply knowledge and skills, through critical analysis of delivery within their own rehabilitation service and the services provided by their peers, thereby promoting collaboration for current and future academic and clinical practice. This unit aims to encourage students to incorporate learning into clinical reasoning processes to optimise discipline specific and collaborative holistic, person-centred management of people a range of conditions and associated comorbidities across the lifespan.
ACU-HLSC630 assessments have been purposefully designed to replicate authentic clinical practice and incorporate a broad range of tasks aligned to andragogic principles of adult learning facilitating choice and self-direction for the post graduate student. Furthermore, the assessment tools have been designed from an “Assessment for Learning” approach in order to not only provide evidence for judgement of learning, but also to reinforce, facilitate and support learning and application of learning. The broad range of assessment activities encourages application of evidence to practice and embed clinical reasoning, problem solving and implementation of advanced theoretical knowledge and holistic management skills. In addition to assessing enhanced patient-centred management skills, a major focus of the assessment items, is the ability to reflect on personal and collaborative practice, and communicate reflections, evidence based reasoning and decision making, to management and peers. In the first assessment task students will using example/s from their clinical practice demonstrate advanced professional and theoretical knowledge, critical analysis and reflection of their personal and collaborative practice pertaining to optimising client outcomes. In assessment task 2 students will demonstrate application of advanced knowledge of a selected topic, including an understanding of the holistic management required for optimal outcomes, developing the evidence base for the discipline specific contributions to interventions. (Seminar via video conference) Assessment task 3 provides students with the opportunity to contribute to collaborative inter-professional learning, and to expand and apply knowledge, insights and experiences gained from directed and self-directed learning and collaborative discussions. These assessments have been specifically timed to align to the advanced level of professional and theoretical knowledge, enhanced critical analysis, collaboration and professional presentation modes developed throughout the unit. Assessment tasks may be delivered and assessed locally with moderation according to University Policies and Procedures. All assessments will be submitted electronically.
- Written Assignment - Case Studies (40%)
- Seminar Presentation (40%)
- Contribution towards quality peer-learning (20%)