PTY5008 - Essentials of Physiotherapy Assignment - La Trobe University

Assignment Task

1. Team Subjective Assessment Plan

Purpose and rationale

The subjective examination allows the physiotherapist "To obtain sufficient information about a person's symptoms so as to be able to plan an efficient, effective and safe physical examination" (Petty, 2006). In the subjective assessment, a physiotherapist will gather information about why the patient has attended the appointment and their medical history. This constitutes a fundamental skill in clinical reasoning.

Task

You are a physiotherapy student attending your first clinical placement with two peers. After a morning of orientation and meeting the team, your supervisor informs the three of you that you and your peers will perform a subjective examination on a patient attending an afternoon appointment. In the first instance, the supervisor provides you with a brief handover and asks your team to prepare a subjective examination plan and justification for the structure and content for review before seeing the patient. 

2. Two Written Problem Lists

Purpose and rationale

Physiotherapists use problem lists to prioritise care, plan outcome assessment and treatment, and develop goals. They are an integral tool within the clinical reasoning process. Physiotherapists need to be aware of patients' problems, regardless of how subtle, and be able to prioritise these problems not only to what would provide the greatest functional or quality of life improvement but also to achieve patient goals and expectations.

Task

The aim of this assessment task is for you to systematically work through two case scenarios and use the WHO-ICF domains of body functions and structure impairments, activity limitations, and participation restrictions to assist in analysing and interpreting the case to develop a patient-specific prioritised problem list. You will also be required to justify your selected problems and prioritisation to demonstrate your reasoning process. You will be marked on your ability to extract information from the case, allocate it to the correct WHO ICF domains, prioritise the problems, and justify your choices. 

3. Reflection on Workplace Integrated Learning Experience 

Purpose and rationale

Reflective practice is the deliberate, purposeful, ongoing, dynamic process of thinking honestly, deeply and critically about all aspects of an action to engage in a process of continuous learning.

It is a form of self-reflection and feedback as a way of studying your experiences to improve your work.

Task

This assessment requires you to develop a 10-minute reflective presentation based on your Workplace Integrated Learning Experience in accordance with the Gibbs Reflective Cycle. This presentation should comprehensively and honestly evaluate your learning experiences during your placement in line with one of the key competencies outlined in the “Physiotherapy practice thresholds in Australia and Aotearoa New Zealand”. Download link below

Speak about the challenges and successes you have experienced. Describe any successful strategies you employed and any approaches that were less effective. Explore your feelings, assumptions and gaps in knowledge as part of the process. Describe how you will integrate your experience and reflection into future learning in the physiotherapy course.

4. Participation Hurdle

This subject requires participation in 46 hours of workshops and 8 hours in work integrated learning experience. 80% overall participation in workshops and 100% participation in work integrated learning is the minimum requirement to ensure that students engage with supervised clinical skill development essential for physiotherapy practice and external registration requirements. Students must pass this assessment to pass the subject. Your attendance in the first week of classes in this subject will be used for early assessment purposes.

All absences from class will be counted irrespective of the reason. Late arrivals and early departures will be noted, and these will count as absences if repeated on more than one occasion per subject. You do NOT need to contact the subject or instance coordinator, or provide a medical certificate, for each individual absence – all absences represent missed essential content even if you had a valid reason for missing the class.

If you have compelling reasons for multiple or extended absences that will place you at risk of failing the participating hurdle, then you should contact the subject or instance coordinator to discuss your situation. While the participation hurdle cannot be waived, alternative arrangements for making up missed content may be possible via a special consideration request depending on the number and nature of classes missed. Special consideration requests are handled by a dedicated university team, and they typically require medical certificates and/or statutory declarations.

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