96084 Sub-acute Rehabilitation
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
Requisite(s): 96080 Clinical Assessment and Treatment Planning AND 96081 Professional Practice AND 96082 Core Practice for Physiotherapists AND 96083 Pain Neuroscience and Management
There are course requisites for this subject. See access conditions.
Description
This subject introduces students to the physiotherapy management of sub-acute health conditions commonly seen in a hospital inpatient rehabilitation setting. Learning in this subject takes an inquiry-based approach to the restoration of physical function for people with complex orthopaedic and neurological conditions. Conditions across the lifespan are considered using clinical case scenarios. Students critique research and take an evidence-based approach to rehabilitation. Assessment skills are expanded to include functional and non standardised tests. Treatment skills emphasise a motor-learning approach to rehabilitate bed mobility, sitting, standing, walking, high level balance and functional use of the upper limb. Interventions include part-task and whole-task practice to restore function. New technologies that aim to promote brain neuroplasticity and cortical reorganisation are discussed and debated. Client-centred care (including self-management, goal setting, interdisciplinary models of care, and collaborative discharge planning skills) are further expanded in this subject.
Subject learning objectives (SLOs)
| 02. | Link structural and/or functional pathophysiology to a client’s clinical presentation |
|---|---|
| 03. | Identify abnormal movement and function |
| 04. | Assess client's problems with reference to the WHO ICF domains of impairment, activity limitation and participation restriction |
| 06. | Apply clinical reasoning to determine best physiotherapy care |
| 10. | Demonstrate safe and sensitive therapeutic manual handling |
| 12. | Develop a problem list |
| 13. | Prioritise the problem list |
| 16. | Plan an intervention |
| 18. | Design an intervention |
| 19. | Provide an evidence-based justification for intervention selection |
| 20. | Organise environment for safe execution of intervention |
| 22. | Execute an effective intervention |
| 26. | Modify treatments based on restrictions imposed by a client’s condition and age |
| 28. | Provide feedback to clients during an intervention |
| 35. | Communicate effectively with the client, caregivers and other health professionals |
| 36. | Explain potential risks and benefits of any intervention to the client and caregivers |
| 45. | Gain and maintain informed consent |
| 47. | Engage in safe, effective and collaborative inter-professional practice in order to enhance client's health care |
| 60. | Critique selected research |
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)
- 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)
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.
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 encourage deep reading. Content covered in prep work is strongly linked to content covered in 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 get 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, group discussions and “One Minute Paper” where students reflect on what they have learnt in class and share this with the class. Group discussions often involve solving a problem or answering a question based on case studies or the content topic. 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. Content in classes often include the practice of practical skills and further consolidation of information gained in masterclasses. 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 the practice of practical skills, simulated role play of patients in case studies, group discussions, and brainstorming sessions. In the classes where practical skills are taught, the teacher demonstrates these practical skills and provide guidance on how feedback should be provided. After the demonstration, students work in small groups of 3 or more to practise. Feedback on their techniques are provided by the teacher or their peers. The content of feedback will cover professionalism, communication, equipment set-up, environment set-up, positioning of patient, positioning of therapist and manual handling/manual guidance. Feedback on common errors and suggestions for improvement will also be included. In the classes where theoretical content are consolidated and applied, 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.
Content (topics)
96084 Subacute Rehabilitation builds on the knowledge gained in all subjects covered in the course to date. The subject meets course aims by providing students with fundamental understanding of physiotherapy practice in a subacute, hospital rehabilitation setting. It extends knowledge of orthopaedic conditions from 96082 Core Practice for Physiotherapists and introduces students to management of neurological clients. Knowledge and skills gained in this subject are complementary to the concurrent subject 96085 Outpatient Rehabilitation and the later subject 96092 Specialist Practice where rehabilitation is expanded to complex neurological and musculoskeletal clinical cases.
Assessment
Assessment task 1: Practical Examination - Orthopaedic Physiotherapy
| Intent: | This assessment task will give students the opportunity to demonstrate their practical and clinical reasoning skills in conducting a treatment plan for a condition commonly seen in orthopaedic rehabilitation. The content to be assessed includes practical skills covered in Weeks 1 - 4 unless otherwise indicated |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 10, 19, 20, 22, 26, 28, 35, 36 and 45 This task is aligned with the following course learning outcomes: 01.01, 01.02, 02.05, 02.09, 03.06 and 04.03 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | 15 minutes |
| Criteria: | Please refer to Canvas for the marking criteria for this assessment task. This will be posted in the Assignments section. |
Assessment task 2: Final Written Assessment (MUST PASS)
| Intent: | This assessment task will give students the opportunity to demonstrate their knowledge and understanding of the medical and non-medical management of selected orthopaedic conditions, stroke, multiple sclerosis, and Parkinson’s Disease. Through a case-based approach, students will plan appropriate treatments and discuss/provide evidence for these. All workshop and masterclass content can be assessed unless otherwise indicated. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 02, 03, 04, 06, 12, 13, 16, 18, 19, 20, 22, 28, 35, 47 and 60 This task is aligned with the following course learning outcomes: 01.01, 01.02, 02.05, 02.09, 03.06, 03.07 and 04.03 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 120 minutes |
Assessment task 3: Practical Examination - Neurological Physiotherapy (MUST PASS)
| Intent: | This assessment task will give students the opportunity to demonstrate their practical and clinical reasoning skills in conducting a treatment plan for a condition commonly seen in neurological rehabilitation (e.g. stroke, multiple sclerosis, and Parkinson’s Disease). The content to be assessed includes practical skills covered in Weeks 5 - 13 unless otherwise indicated |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 10, 19, 20, 22, 26, 28, 35, 36 and 45 This task is aligned with the following course learning outcomes: 01.01, 01.02, 02.05, 02.09, 03.06 and 04.03 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 15 mins |
| Criteria: | Please refer to Canvas for the marking criteria rubric |
Minimum requirements
In order to pass the subject, you are required to
- complete all assessments items,
- pass the practical exam,
- achieve an overall grade of ≥ 50, and
- attend a minimum of 85% of classes.
Required texts
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)
Recommended texts
Carr J and Shepherd R (2010) Neurological Rehabilitation: Optimizing Motor Performance. London, UK: Churchill Livingstone, Elsevier.
Other resources
The Stroke Foundation. Living Stroke Guidelines 2024. Available from: https://informme.org.au/guidelines/living-clinical-guidelines-for-stroke-management