Enrolments for 2020 have closed.
Rehabilitation and Restorative Disorders II: Maximising Participation
Postgraduate | ACU-HLSC632 | 2020
Course information for 2020 intake View information for 2024 course intake
- Study method
- 100% online
- Assessments
- 100% online
- Entry requirements
- Part of a degree
- Duration
- 13 weeks
FEE-HELP available
Rehabilitation and Restorative Disorders II: Maximising Participation
About this subject
On successful completion of this unit, students should be able to:
- Critically analyse and discuss the interplay between mechanisms of injury, sensori-motor and physical factors in complex cases requiring rehabilitation, and the effect of cultural social, emotional, psychological, cognitive, behavioural and communication issues on achieving optimal management
- Apply advanced knowledge of evidence based practice to analyse and discuss effective interprofessional and discipline-specific assessment, goal setting and interventions for people with complex presentations requiring rehabilitation across the lifespan
- Critically analyse and discuss the effects of social and environmental factors for those from challenged and disadvantaged backgrounds (including Aboriginal and Torres Strait Island (ATSI) patients) and how these could impact on the development of effective discipline specific interventions and the provision of care
- Identify and critically discuss current and innovative service delivery options for those with complex problems requiring rehabilitation across the continuum of care, to maximise functional outcomes and capacity for participation
- Pathophysiology, Symptomatology and impairments
- Functional neuroanatomical localisation of brain, spinal cord; and peripheral nervous systems
- Symptomatology related to common vascular syndromes, spinal cord injuries, neuropathies, neuromuscular disorders and focal / aggressive tumours
- Symptomatology related to ageing and interplay with co-morbidities
- Primary and secondary impairments leading to activity and participation restrictions
- Assessment and management planning
- Assessment and advanced clinical reasoning related to complex presentations requiring rehabilitation across the lifespan with accommodation of the interplay between sensori-motor, physical, cultural, cognitive, memory, learning, behaviour and communication issues :
- Analysis and selection of assessment tests/ tools and interpretation / diagnosis
- Collaborative / discipline specific patient-centred goal setting
- Analysis and selection of management program / Evidence Based intervention techniques
- Measurement of outcome and reassessment across the continuum of care
- Holistic Management and continuum of care
- Holistic Management
- Holistic management by multiple disciplines involved in care plans
- Discipline specific care plans
- Accommodating sensori-motor, physical, cultural, cognitive, memory, learning, behaviour and communication issues.
- Continuum of care
- Appropriate service delivery model with transition between settings / sectors considering:
- Issues around managing people in rural and remote areas
- Issues around managing the special needs of indigenous patients
- Consider appropriate setting for rehabilitation
- Progression from acute hospital to rehabilitation unit to community including: Metropolitan, regional, rural, remote and indigenous communities
- Follow-up services and service delivery models
Experienced health professionals focusing on delivering rehabilitation or restorative care require advanced knowledge and skills in evidence based assessment and management of complex cases.
This subject provides a range of complex cases, purposefully designed to facilitate consideration of the impact of physical, social, cultural, emotional, cognitive, behavioural and communication factors on activity limitations and participation, as well as facilitate discussion on current practice and innovative management. Cases and activities have been designed to foster holistic interprofessional management with the purpose of maximising patient outcomes across the continuum of care and increasing capacity for participation in daily activities, work and leisure within a person-centred framework. Students will be encouraged to reflect critically on their own practice and scope of practice and will be expected to actively participate in discussions and tutorials. The overall aim of this subject is to facilitate integration, application, dissemination and translation of advanced professional knowledge and skills based on current research evidence.
ACU-HLSC632 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 knowledge of holistic management of complex case examples demonstrating their critical analysis and reflection of their personal and collaborative practice pertaining to optimising client outcomes for participation across relevant settings.
In assessment task 2 students will apply advanced knowledge of a selected topic for a specific niche group, including critique of service gaps and options, an understanding of the holistic management required for optimal client-centred outcomes, and planned strategies to meet these needs. (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 (50%)
- Seminar Presentation (30%)
- Contribution towards quality peer-learning (20%)
For textbook details check your university's handbook, website or learning management system (LMS).
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Entry requirements
To enrol in this subject, you must be admitted into a degree.
Prior study
You must have successfully completed the following subject(s) before starting this subject:
Additional requirements
No additional requirements
Study load
- 0.125 EFTSL
- This is in the range of 10 to 12 hours of study each week.
Equivalent full time study load (EFTSL) is one way to calculate your study load. One (1.0) EFTSL is equivalent to a full-time study load for one year.
Find out more information on Commonwealth Loans to understand what this means to your eligibility for financial support.