96081 Professional Practice
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
There are course requisites for this subject. See access conditions.
Description
This subject provides students with fundamental knowledge of the physiotherapy profession with an emphasis on a range of professional skills such as communication, evidence-based practice, cultural competence, inter-professional practice, ethical practice and reflection. Students learn how to effectively search and appraise physiotherapy literature. Knowledge gained in Professional Practice underpins the application of physiotherapy taught in all subsequent subjects.
Subject learning objectives (SLOs)
| 06. | Apply clinical reasoning to determine best physiotherapy care |
|---|---|
| 19. | Provide an evidence-based justification for intervention selection |
| 35. | Communicate effectively with the client, caregivers and other health professionals |
| 38. | Produce accurate, succinct and well-organised written communication |
| 39. | Maintain professionalism in verbal and written communication |
| 40. | Engage in inclusive, collaborative, consultative, culturally responsive and client-centred model of practice |
| 41. | Apply knowledge of historical and contemporary indigenous experience to physiotherapy practice |
| 43. | Implement strategies to manage own physical and mental health to ensure ongoing competence to practice |
| 44. | Educate physiotherapists and other health professionals including students |
| 46. | Apply ethical and legal decision-making principles in professional practice |
| 47. | Engage in safe, effective and collaborative inter-professional practice in order to enhance clients' health care |
| 53. | Evaluate own learning needs and direct own learning experiences |
| 54. | Reflect on, evaluate and document own performance and set SMART goals for further development as a graduate practitioner |
| 56. | Demonstrate professional behaviour commensurate with standards of registered physiotherapists |
| 59. | Locate scholarly literature relevant to a given topic |
| 60. | Critique selected research |
| 61. | Formulate a research question |
Course intended learning outcomes (CILOs)
The learning outcomes for this subject are as follows:
- Knowledge and skills: Integrate core biomedical and social health science knowledge across the breadth of physiotherapy practice to inform assessment and safe, competent and skilled practical care of individuals across the lifespan as an autonomous practitioner and as a member of an interprofessional team. (01.01)
- Clinical reasoning: Identify impairment, activity and participation deficits in individuals in accordance with the International Classification of Function, Disability and Health framework and develop evidence-based care plans in accordance with best practice physiotherapy. (01.02)
- Critical thinker: Critically analyse the evidence underpinning practice and effectively apply new knowledge to practice; conduct and disseminate high-quality research to improve professional knowledge and influence direction of future practice. (02.05)
- Research-enabled: Apply scientific research skills to advance the evidence base supporting physiotherapy practice. (02.09)
- Professional and ethical practitioner: Embody the physiotherapy profession, demonstrating globally relevant ethical and professional behaviour and social accountability, while utilising deliberate critical analysis, self-reflection and self-awareness to constantly improve practice. (03.04)
- Communication: Communicate effectively using high-level interpersonal skills in both traditional modes of communication and when integrating advances in technology and methods of intervention delivery into patient care. (03.06)
- Teamwork and leadership: Engage in leadership and collaboration, representing the profession in interprofessional teams and seeking advanced practitioner roles to ensure the future vitality of the profession. (03.07)
- Client focus: Provide empathetic, compassionate and respectful patient-focused care, facilitating client self-management, advocating for best practice care and empowering clients by education. (04.03)
- Indigenous awareness and cultural competence: Demonstrate respect and value for diverse ways of knowing, being and doing, in particular recognising the diversity of Indigenous Australians and their health and wellbeing and integrating this knowledge into practice. (05.08)
Contribution to the development of graduate attributes
Practice ready
Graduates of the Master of Physiotherapy are knowledgeable, practice-ready clinicians, skilled in providing safe and effective evidence-based care to clients across the lifespan, using a wide range of therapeutic approaches including skilled hands on practice, and in a variety of clinical settings as both independent and collaborative practitioners.
Research-enabled
Graduates of the Master of Physiotherapy effectively integrate research evidence into practice, are proactive in identifying gaps in knowledge and are competent to undertake research to advance the evidence base and inform future physiotherapy practice.
Professionally Competent
Graduates of the Master of Physiotherapy embody professional and ethical practice, maintaining knowledge and competence at local and global standards. Graduates embrace opportunities for leadership and advanced roles, utilise deliberate practice to optimise physiotherapy care and advocate for the profession in interdisciplinary contexts.
Person-centred
Graduates of the Master of Physiotherapy are empathetic, person-centred practitioners who empower client self-management and endorse preventative care by forming and valuing partnerships with individuals, families and communities.
Culturally Competent
Graduates of the Master of Physiotherapy are culturally competent professionals, able to reflect on and explain their own cultural perspectives, accommodate cultural differences and achieve optimal outcomes through the adoption of a consultative approach to physiotherapy practice with indigenous Australians and other cultural groups.
Teaching and learning strategies
Prep work
Prep work is undertaken prior to masterclasses and workshops. Prep work can include watching a video, reading a blog entry/website/textbook chapter/journal article/magazine article and/or listening to a podcast/video/interview. Questions often accompany the prep work so students read with intent which encourages deep reading. Content covered in the prep work is strongly linked to content covered in the masterclasses and workshops. Please ensure prep work is carried out so that you have spent some time accessing and making sense of ideas. Attending the masterclasses and workshops will allow you to test these ideas and receive feedback from your teachers and peers which will further consolidate your learning. Your knowledge and understanding of the prep work will be tested and applied using quizzes, group discussions and practical activities in masterclasses and workshops.
Masterclasses
Masterclasses are conducted in groups of 60 or more. There is usually a presentation of content by the teacher followed by activities which build on the prep work and the content presented. These activities are varied and require students to work alone, work in pairs or work in groups of 3 or more.
Examples of these activities include short quizzes and group discussions. Group discussions often involve addressing an issue related to any aspect of professional practice. All activities are facilitated by the teacher. Feedback is provided by the teacher where there is discrepancy in the knowledge and understanding of the content or disagreement in opinions between groups. Feedback can also be provided by peers.
Workshops
Workshops are conducted in groups of 15-35. These activities are varied and often require students to work in pairs or work in groups of 3 or more. Examples of these activities include simulated role play of patients in case studies, group discussions, debates and a brainstorming session covering many aspects of physiotherapy practice. The content of feedback will cover professionalism, communication, thoughts and interactions. Feedback can also be provided by peers.
OPELA (English Language Competency)
An aim of this subject is to help you develop academic and professional language and communication skills in order to succeed at university and in the workplace. To determine your current academic language proficiency, you are required to complete an online language screening task, OPELA (information available at https://www.uts.edu.au/research-and-teaching/learning-and-teaching/enhancing/language-and-learning/about-opela-students). If you receive a Basic grade for OPELA, you must attend additional Language Development Tutorials (each week from week [3/4] to week [11/12] in order to pass the subject. These tutorials are designed to support you to develop your language and communication skills. Students who do not complete the OPELA and/or do not attend 80% of the Language Development Tutorials will receive a Fail X grade.
Content (topics)
An introduction to the Physiotherapy practice thresholds in Australia & Aotearoa New Zealand will lead into an exploration of mandatory professional skills such as communication, evidence-based practice, research appraisal, cultural competence, ethical and legal practice and reflection. Students also develop an understanding of person-centred care, scope of practice and shared decision-making within an inter-professional team.
Assessment
Assessment task 1: Portfolio task (Group)
| Intent: | This assessment task enables students to develop knowledge and understanding of the roles of the Physiotherapy practice thresholds in Australia & Aotearoa New Zealand. Graduate attributes: Practice ready, research enabled, professionally competent, culturally competent. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 35, 39, 40, 41, 43, 53 and 59 This task is aligned with the following course learning outcomes: 01.01, 01.02, 02.05, 02.09, 03.06, 03.07 and 05.08 |
| Type: | Presentation |
| Groupwork: | Group, group assessed |
| Weight: | 20% |
| Length: | 12 minutes + 3 minutes of questions |
| Criteria: | Please refer to Canvas for the marking criteria rubric for this assessment task. |
Assessment task 2: Interprofessionalism Quiz
| Intent: | Quality, person-centred healthcare requires professional interdisciplinary collaboration between a variety of health disciplines. Effective interdisciplinary collaboration and professionalism involves knowledge of different types of teams and ways of working in teams, discipline roles and responsibilities, ethical principles and team-based communication methods. Students will demonstrate their interdisciplinary knowledge in these areas of professionalism through a case-based quiz. Graduate attributes: Practice ready, Professionally competent, culturally competent. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 35, 39, 40, 41, 46 and 47 This task is aligned with the following course learning outcomes: 03.04, 03.06, 03.07, 04.03 and 05.08 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 5% |
| Length: | 40 minute exam with approx 20 MCQ's. |
| Criteria: | See marking criteria in Canvas site |
Assessment task 3: Scenario based ethical considerations
| Intent: | This task provides students with the opportunity to first reflect on ethical issues that they may experience in clinical practice. Students must provide culturally safe suggestions in accordance with the Physiotherapy Code of Conduct and Physiotherapy practice thresholds in Australia & Aotearoa New Zealand. Graduate attributes: Professionally competent, culturally competent. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 38, 39, 40, 41, 46, 54 and 56 This task is aligned with the following course learning outcomes: 03.04, 03.06 and 05.08 |
| Type: | Presentation |
| Groupwork: | Individual |
| Weight: | 35% |
| Length: | 6 minutes (maximum) |
| Criteria: | Please refer to Canvas for the marking criteria rubric for this assessment task. |
Assessment task 4: Evidence based clinical decision making
| Intent: | This task provides students with the opportunity to appraise a clinical trial relevant to physiotherapy practice. Through the use of an appraisal framework, students will make an evidence based clinical decision on the use of a treatment, outlined in the clinical trial. In making an appropriate judgment, students must consider other threats to trial validity. Further, utilizing content embedded in the course, students will identify other considerations relevant to clinical decision making based on the clinical trial. Graduate attributes: Practice ready, research-enabled, professionally competent, person-centred, |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 06, 19, 59, 60 and 61 This task is aligned with the following course learning outcomes: 01.01, 01.02, 02.05, 02.09, 03.04, 03.06 and 04.03 |
| Type: | Case study |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 2 pages (+ references on separate (3rd) page) |
| Criteria: | Please refer to CANVAS for the marking criteria for this assessment task. |
Minimum requirements
Requirements to pass the subject
In order to pass the subject, you are required to
- complete all assessments items, and
- achieve an overall grade of ≥ 50.
- attend a minimum of 85% of classes
It is also a requirement of this subject that all students complete OPELA. Students who received a Basic grade in the OPELA are required to attend 80% of the Language Development Tutorials in order to pass the subject. Students who do not complete the OPELA and/or do not attend 80% of the Language Development Tutorials will receive a Fail X grade.
Required texts
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)
Recommended texts
Physiotherapy Board of Australia and Physiotherapy Board of New Zealand. (2023). Physiotherapy practice thresholds in Australia and Aotearoa New Zealand. The Physiotherapy Board of Australia and the Physiotherapy Board of New Zealand.
Ahpra & National Boards (2022) Code of Conduct. https://www.ahpra.gov.au/Resources/Code-of-conduct.aspx
Phillips, G., Brayshaw, J., Fletcher, M., & Callister, G. (2020). National Scheme’s Aboriginal and Torres Strait Islander Health and Cultural Safety Strategy 2020–2025. Australian Health Practitioner Regulation Agency.
NSW Department of Health. (2004). Communicating positively: a guide to appropriate Aboriginal terminology.
Kamper, S. J. (2018). Evidence in practice: a new series for clinicians. Journal of Orthopaedic & Sports Physical Therapy, 48(6), 429-429.
World Health Organization. How to use the ICF: A practical manual for using the International Classification of Functioning, Disability and Health (ICF). Exposure draft for comment. October 2013. Geneva: WHO