University of Technology Sydney

96085 Outpatient 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 2022 is available in the Archives.

UTS: Health (GEM)
Credit points: 6 cp
Result type: Grade and marks

There are course requisites for this subject. See access conditions.

Description

This subject introduces students to the assessment and management of musculoskeletal, and paediatric conditions commonly managed in an outpatient setting. Students learn to apply physiotherapy interventions that maximise function for people across the lifespan. Students take an inquiry-based approach to learning and critique research literature to take an evidence-based approach to physiotherapy management of these disorders. Functional rehabilitation is emphasised in musculoskeletal conditions using motor retraining and biofeedback as interventions. Manual therapy for spinal conditions is introduced. Paediatric neurology and rehabilitation are covered in this subject, including an introduction to normal development and developmental milestones.

Subject learning objectives (SLOs)

02. Link structural and (or) functional pathophysiology to a client's clinical presentation
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
07. Conduct a culturally responsive objective examination
08. Justify assessment selection with reference to the evidence for its clinimetric properties
10. Demonstrate safe and sensitive therapeutic manual handling
11. Interpret assessment results
14. Execute a differential diagnosis for a given case
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
24. Refer appropriately to other healthcare professionals
27. Use education to empower clients and caregivers
28. Provide feedback to clients during an intervention
29. Design a discharge and/or ongoing care plan for the client
34. Undertake collaborative discharge planning with appropriate follow-up health care arrangements
38. Produce accurate, succinct and well-organised written communications
39. Maintain professionalism in verbal and written communication
40. Engage in inclusive, collaborative, consultative, culturally responsive and client-centred model of practice
42. Adhere to guidelines, codes of conduct and policies of physiotherapy professional bodies

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)

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 encourages 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 and group discussions. 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, debates and brainstorming session. In the classes where practical skills are taught, the teacher will demonstrate 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 is 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 is 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)

96085 Outpatient Rehabilitation builds on knowledge gained in all subjects covered in the course to date and 96084 Sub-acute Rehabilitation, which is taught concurrently. Students will learn to manage spinal musculoskeletal and neurological paediatric and chronic cardiorespiratory conditions. Knowledge gained in this subject is extended in 96089 Prevention and Rehabilitation in the Community and in 96092 Specialist Practice.

Assessment

Assessment task 1: Online Quiz

Intent:

This individual assessment task will give the students an opportunity to consolidate and assess their knowledge of the theoretical content pertaining to sound clinical reasoning to manage spinal, musculoskeletal and orthopaedic conditions.

Objective(s):

This task is aligned with the following subject learning objectives:

02, 06, 08, 11 and 14

This task is aligned with the following course learning outcomes:

01.01 and 01.02

Type: Quiz/test
Groupwork: Individual
Weight: 15%
Length:

3 x 30 minutes

Criteria:

Please refer to marking criteria on Canvas

Quiz 1 (5%) - Neurodynamics and Neck pain - Due week 1 (Content covered week 0).

Quiz 2 (5%) – Headaches and thoracic spine - Due week 2 (Content covered week 1).

Quiz 3 (5%) – Back pain and radiculopathy - Due Week 4 (Content covered weeks 2 and 3).

Assessment task 2: Written assignment

Intent:

This task will give students the opportunity to write a discharge plan for a cardiopulmonary condition and a plan of care for a paediatrics condition.

Objective(s):

This task is aligned with the following subject learning objectives:

04, 24, 29, 34, 38, 39 and 40

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: Report
Groupwork: Individual
Weight: 35%

Assessment task 3: VIVA (Must-Pass)

Intent:

This authentic assessment task will give the students an opportunity to demonstrate their practical and clinical reasoning skills in conducting effective assessment and treatment for musculoskeletal conditions.

Objective(s):

This task is aligned with the following subject learning objectives:

02, 07, 10, 18, 19, 20, 22, 27, 28, 39 and 42

This task is aligned with the following course learning outcomes:

01.01, 01.02, 02.05, 03.04, 03.06, 03.07 and 04.03

Type: Examination
Groupwork: Individual
Weight: 50%
Length:

15 min (+ 15 min preparation time)

Minimum requirements

In order to pass the subject, you are required to

  • >85% attendance,
  • complete all assessments items,
  • pass the practical exam, and
  • achieve an overall grade of ≥ 50.

Required texts

Brukner and Khan (2015). Brukner & Khan's Clinical Sports Medicine 4th Edition. New York: McGraw-Hill.

Stokes and Stack (2013). Physical Management for Neurological Conditions. London, UK: Churchill Livingstone, Elsevier.

Main and Denehy (2016). Cardiorespiratory Physiotherapy Adults and Paediatrics (5th edition). Formerly Physiotherapy for Respiratory and Cardiac Problems. London, UK: Churchill Livingstone, Elsevier.

Campbell, Palisano and Orlin (2012). Physical therapy for children (4th edition). Missouri: Saunders Elsevier.

Coursework Assessments Policy

Coursework Assessments Procedures

Graduate School of Health Policy, Guidelines and Procedures (login required)

Other resources

NSW Health (2016) ACI NSW Agency for Clinical Innovation [Online]. Available at: http://www.aci.health.nsw.gov.au/resources [Accessed 11 March 2016]

https://www.maa.nsw.gov.au/if-youve-been-injured/injury-advice-centre/recovering-from-whiplash