96090 Specialist 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
Requisite(s): 96084 Sub-acute Rehabilitation AND 96085 Outpatient Rehabilitation AND 96088 Acute Physiotherapy Care
There are course requisites for this subject. See access conditions.
Description
This subject gives students the opportunity to learn about selected advanced and specialised physiotherapy practice. Students demonstrate advanced clinical reasoning in cases of complex disorders or specialised areas of practice including clients with specialised and complex conditions or emerging areas of practice, such as neonatal intensive care, spinal cord injury, traumatic brain injury, peripheral neuropathies, sports, gender health, amputees, hand therapy, palliative care and emergency department physiotherapy. Cases are selected to challenge students to apply recent scientific evidence-based findings relating to the pathophysiology of conditions, their clinical investigation, immediate treatment and long-term management. Students are encouraged to analyse clinical findings and develop appropriate interventions, based on sound clinical reasoning, to advance their understanding and care of patients with specialised and complex disorders. Students have the opportunity to discuss and debate advanced practice and advanced practitioner roles and identify emerging and potential leadership opportunities in these contexts, as well as reasoning, to advance their understanding and care of patients with specialised and complex disorders.
Subject learning objectives (SLOs)
| 02. | Link structural and/or functional pathophysiology to a client’s clinical presentation |
|---|---|
| 05. | Integrate appropriate supplementary information in the diagnosis of a client’s condition |
| 06. | Apply clinical reasoning to determine best physiotherapy care |
| 11. | Interpret assessment results |
| 12. | Develop a problem list |
| 14. | Execute a differential diagnosis for a given case |
| 19. | Provide an evidence-based justification for the selection of a particular intervention |
| 22. | Execute an effective intervention |
| 28. | Provide feedback to clients during an intervention |
| 29. | Design a discharge and/or ongoing care plan for the client |
| 40. | Engage in inclusive, collaborative, consultative, culturally responsive and client-centred model of practice |
| 50. | Explore innovative modes of practice with reference to the evidence base |
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)
- 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
This subject contributes to producing evidence-informed, practice-ready graduates, as it builds on many of the clinical subjects covered in the course by extending physiotherapy management to complex and specialised cases. Students gain an understanding of specialised and advanced physiotherapy practice.
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 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 30 or more. 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, brainstorming session and “One Minute Paper”. 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)
This subject contributes to producing evidence-informed, practice-ready graduates, as it builds on many of the clinical subjects covered in the course by extending physiotherapy management to complex and specialised cases. Students will gain an understanding of specialised and advanced physiotherapy practice.
Assessment
Assessment task 1: Practical exam (Individual) - MUST PASS
| Intent: | This assessment task will give students the opportunity to demonstrate their skills in conducting an assessment and treatment session for a patient with a spinal cord injury, peripheral neuropathy, traumatic brain injury or limb amputation. The content to be assessed includes all content covered in weeks 2, 3, 4, 5 and 6. Graduate Attributes: Practice ready, professionally competent, person-centred. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 11, 22 and 28 This task is aligned with the following course learning outcomes: 01.01, 01.02, 03.04, 03.06 and 04.03 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | 15 minutes (including up to 5 mins reading time) |
| Criteria: | Please refer to marking criteria on Canvas. |
Assessment task 2: Written assignment - Clinical reasoning for treatment planning (Individual)
| Intent: | This assessment task will give students the opportunity to demonstrate their clinical reasoning skills in determining a treatment plan for a patient with a complex condition (multi-trauma). Students will also reflect on the use of GenAI in a clinical context. The content to be assessed can include all content covered from weeks 2 to 8. Graduate Attributes: Practice ready, person-centred, research enabled, professionally competent. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 02, 05, 06, 11, 12, 14, 19 and 50 This task is aligned with the following course learning outcomes: 01.01, 01.02, 02.05, 02.09, 03.04 and 04.03 |
| Type: | Case study |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | No more than 6 pages. |
| Criteria: | Please refer to Canvas for the marking criteria for this assessment task. Marks have been allocated to the assessment plan (15%) and treatment plan (15%) and AI critique (10%). Students can find the assessment and treatment plans templates at the end of the case study. |
Assessment task 3: Clinical written examination (Individual)
| Intent: | This assessment task will give students the opportunity to demonstrate their knowledge and clinical reasoning process in various topics covered in weeks 2 to 13. Graduate Attributes: Practice ready, research enabled, professionally competent, person centred and culturally competent. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 02, 06, 11, 12, 14, 19, 29 and 40 This task is aligned with the following course learning outcomes: 01.01, 01.02, 02.05, 02.09, 03.04 and 04.03 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | 2 hours |
| Criteria: | Marks have been allocated to each question in the written exam (marks in bold add up to 30%). Your total grade on the written exam will depend on the number of correct answers/marks obtained for each question. |
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
Harvey L (2008) Management of Spinal Cord Injuries: A Guide for Physiotherapists. London: Churchill Livingstone, Elsevier.
Reznik J and Simmons J (2020) Rehabilitation in Spinal Cord Injuries. Elsevier Australia.
Shumway-Cook A and Woollacott MH (2016) Motor Control: Translating Research into Clinical Practice (5th edition) Philadelphia, US: Lippincott Williams & Wilkins.
Carr J and Shepherd R (2010) Neurological Rehabilitation: Optimizing Motor Performance. London, UK: Churchill Livingstone, Elsevier.
Stokes M and Stack E (2013) Physical Management for Neurological Conditions. London, UK: Churchill Livingstone, Elsevier.
Brukner P and Khan KQC (2012) Brukner & Khan's Clinical Sports Medicine. New York: McGraw-Hill.
Main E and Denehy L (2016) Cardiorespiratory Physiotherapy Adults and Paediatrics (5th edition). Formerly Physiotherapy for Respiratory and Cardiac Problems. London, UK: Churchill Livingstone, Elsevier.
Other resources
Intensive care (paediatric, neonatal)
ICN (2016): The Intensive Care Network (ICN) Resources: http://intensivecarenetwork.com/ [Accessed 04 April 2016]
Spinal cord injury
SCIRE (2010) Spinal Cord Injury Research Evidence [Online]. Available at: http://www.scireproject.com/about-scire [Accessed 11 March 2016]
ASIA (2016) American Spinal Injury Association – ASIA Learning Centre [Online]. Available at: http://www.asia-spinalinjury.org/elearning/elearning.php [Accessed 11 March 2016]
SCIA (2005) Spinal Cord Injuries Australia – For people with Spinal Cord Injury [Online]. Available at: https://scia.org.au/sci-resources [Accessed 11 March 2016]
Traumatic brain injury
Physiotherapy for the Acute Care Management of Traumatic Brain Injury developed by NSW Agency for Clinical Innovation http://www.aci.health.nsw.gov.au/__data/assets/pdf_file/0003/159456/physiotherapy_for_tbi.pdf [Accessed 04 April 2016]
Traumatic Brain injury Resources. Available at http://synapse.org.au/ [Accessed 04 April 2016]
Amputees
AustPAR (2016) Australian Physiotherapists in Amputee Rehabilitation [Online]. Available at: http://www.austpar.com/portals/gait/tools.php [Accessed 11 March 2016]