General Information
This is the fifth clinical practice unit in a series of six sequential clinical practice units. This is a five-week full-time (38-40 hours per week) clinical practice subject designed to provide opportunities for students to develop effective communication skills and an empathic and client-centered approach in the management of clients and their extended networks. Clinical educators will facilitate students' learning about the practical clinical environment: how to work effectively in a health care team, how to examine, diagnose, plan and deliver the treatment and management of clients including preventative care, and how to manage the various roles and responsibilities of a physiotherapist in the clinical practice environment. The emphasis of the clinical experiences will be paediatric, adult or ageing clients requiring physiotherapy service in the following settings: Hospital inpatient; hospital outpatient; community and/or disability services; aged care; private practice; education settings; non-government or not-for-profit organisations; and any combination of the above. An evidence based approach will form the basis for this subject. Students will be provided with extensive opportunities to reflect on their clinical learning and their ability to integrate knowledge and skills from previous subjects into this clinical practice subject.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: PHTY72-416 Subject title: Physiotherapy: Clinical Practice Unit 5 Subject level: Postgraduate Semester/Year: January 2025 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Situated Workload items: - Placement: x5 (Total hours: 200) - Clinical placement
- Personal Study Hours: x24 (Total hours: 25) - Recommended study hours
Attendance and learning activities: LEARNING ACTIVITIES Students will attend an allocated clinical placement for five weeks, full-time. Students will be required to attend the clinical placement for the normal full-time equivalent hours of the clinical educators (38-40 hours per week). Attendance at all scheduled learning activities is compulsory. Learning activities may occur on-site at the clinical facility, or off-site as deemed appropriate by the university and/or clinical educator. Students must not plan leave without prior approval from the university. Allocated clinical facilities have formal agreements with Bond University and therefore there is no ability for students to source their own clinical placement. STUDENT LEARNING RESPONSIBILITIES Students are expected to take a significant level of responsibility for their own learning. Students are required to: take the initiative to identify, apply, and integrate material from other subjects and other sources to the present subject; be responsible for being pro-active learners in the clinical setting; practice and reflect on their performance. Bond University forwards student names to AHPRA in the first semester of enrolment in the Doctor of Physiotherapy program stating they are a current physiotherapy student. This means that students are being educated within the legal framework for practice as a physiotherapy students and must display the professional behaviours and attitudes required of all health professionals. It is essential that students conduct themselves in accordance with the Doctor of Physiotherapy Program Charter that was signed at the start of the Program. Professional behaviour and appropriate professional attitudes must be evident in all clinical and non-clinical learning activities and can be grounds for disciplinary action, including failure in this subject, if student’s behaviours do not align with the expectations of the physiotherapy profession. Should concerns be raised about students conduct, educators will consult with the subject convener and/or Head of Program. The Head of Program may: implement a mentoring program; give an informal warning; refer to the Associate Dean of Student Affairs and Service Quality (ADSASQ) for review and attention. The outcomes of these steps may result in an informal warning and monitoring of progress, a formal warning, grade penalties (marks which could impact on grades) or referral to the Dean or Faculty for disciplinary procedures. -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | PHTY72-416 |
| Subject title: | Physiotherapy: Clinical Practice Unit 5 |
| Subject level: | Postgraduate |
| Semester/Year: | January 2025 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Situated |
| Workload items: |
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| Attendance and learning activities: | LEARNING ACTIVITIES Students will attend an allocated clinical placement for five weeks, full-time. Students will be required to attend the clinical placement for the normal full-time equivalent hours of the clinical educators (38-40 hours per week). Attendance at all scheduled learning activities is compulsory. Learning activities may occur on-site at the clinical facility, or off-site as deemed appropriate by the university and/or clinical educator. Students must not plan leave without prior approval from the university. Allocated clinical facilities have formal agreements with Bond University and therefore there is no ability for students to source their own clinical placement. STUDENT LEARNING RESPONSIBILITIES Students are expected to take a significant level of responsibility for their own learning. Students are required to: take the initiative to identify, apply, and integrate material from other subjects and other sources to the present subject; be responsible for being pro-active learners in the clinical setting; practice and reflect on their performance. Bond University forwards student names to AHPRA in the first semester of enrolment in the Doctor of Physiotherapy program stating they are a current physiotherapy student. This means that students are being educated within the legal framework for practice as a physiotherapy students and must display the professional behaviours and attitudes required of all health professionals. It is essential that students conduct themselves in accordance with the Doctor of Physiotherapy Program Charter that was signed at the start of the Program. Professional behaviour and appropriate professional attitudes must be evident in all clinical and non-clinical learning activities and can be grounds for disciplinary action, including failure in this subject, if student’s behaviours do not align with the expectations of the physiotherapy profession. Should concerns be raised about students conduct, educators will consult with the subject convener and/or Head of Program. The Head of Program may: implement a mentoring program; give an informal warning; refer to the Associate Dean of Student Affairs and Service Quality (ADSASQ) for review and attention. The outcomes of these steps may result in an informal warning and monitoring of progress, a formal warning, grade penalties (marks which could impact on grades) or referral to the Dean or Faculty for disciplinary procedures. |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Practise professionally and ethically in accordance with relevant legal and regulatory requirements including the composition of documentation.
- Communicate effectively in a culturally appropriate manner and operate as an effective team member with clients, families and the healthcare team.
- Collect appropriate information from the client, formulate a preliminary hypothesis, and design and safely conduct an assessment.
- Analyse the information gathered upon assessment of the client, relevant diagnostic imaging or laboratory tests and formulate a sound clinical hypothesis based on underpinning physiological / pathophysiological mechanisms.
- Evaluate the results of the client examination, prioritise client needs, and set relevant and achievable goals including an appropriate discharge plan in consultation with the client and other relevant stakeholders.
- Critically evaluate current management strategies using effective problem-solving and research strategies, and apply this knowledge to provide an evidence-based rationale for clinical decisions.
- Develop a physiotherapy management plan, implement and progress the interventions safely and effectively, and evaluate the efficacy of the interventions delivered using standardised outcome measures.
- Demonstrate an understanding of the role of the physiotherapist, other health care providers, and other individuals, such as family and carers, for the client whilst using a client / family centered approach to management (including case management) whilst working within the ICF framework.
- Identify areas and situations outside their own skills and expertise, refer on to other health professionals when applicable, and seek the assistance of the clinical educator when appropriate.
- Evaluate own practice in the clinical setting, use self-reflection as a mechanism to improve performance, and operate within individual and professional strengths and limitations.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Exercise^ Clinical Reflective Task. Students should access and critically reflect on their clinical performance and abilities in any placement setting across the domains of the Assessment of Physiotherapy Practice (APP) at the mid and final APP. C Progressive 1,6,10 Workplace Performance Report^ Assessment of Physiotherapy Practice (APP) - Clinical Educators will assess student's performance using the Assessment of Physiotherapy Practice (APP) instrument. 100.00% Ongoing 1,2,3,4,5,6,7,8,9,10 Written Report^ Submission of Introductory Letter, including individual learning profile and individual clinical placement learning goals. C Ongoing 1,2 - ^ Students must pass this assessment to pass the subject
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Pass requirement
Students must complete all assessment items. In order to achieve a passing standard on the APP, they must meet the following criteria: A minimum score of 50% overall on the APP; A score of ‘adequate’ or higher on the Global Rating Scale; A minimum score of 50% across the combined APP domains of Professionalism and Communication; and A minimum score of 50% across all other APP domains combined. A student who does not meet the above criteria will be deemed to have failed the clinical placement subject and may be offered a Resit Examination (as per the DPHTY Rules of Assessment and Progression) or will be required to repeat the placement. Additional requirements for placement attendance must be met as per the HSM - Rules of Assessment and Progression – Doctor of Physiotherapy Program.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Exercise^ | Clinical Reflective Task. Students should access and critically reflect on their clinical performance and abilities in any placement setting across the domains of the Assessment of Physiotherapy Practice (APP) at the mid and final APP. | C | Progressive | 1,6,10 |
| Workplace Performance Report^ | Assessment of Physiotherapy Practice (APP) - Clinical Educators will assess student's performance using the Assessment of Physiotherapy Practice (APP) instrument. | 100.00% | Ongoing | 1,2,3,4,5,6,7,8,9,10 |
| Written Report^ | Submission of Introductory Letter, including individual learning profile and individual clinical placement learning goals. | C | Ongoing | 1,2 |
- ^ Students must pass this assessment to pass the subject
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Pass requirement
Students must complete all assessment items. In order to achieve a passing standard on the APP, they must meet the following criteria: A minimum score of 50% overall on the APP; A score of ‘adequate’ or higher on the Global Rating Scale; A minimum score of 50% across the combined APP domains of Professionalism and Communication; and A minimum score of 50% across all other APP domains combined. A student who does not meet the above criteria will be deemed to have failed the clinical placement subject and may be offered a Resit Examination (as per the DPHTY Rules of Assessment and Progression) or will be required to repeat the placement. Additional requirements for placement attendance must be met as per the HSM - Rules of Assessment and Progression – Doctor of Physiotherapy Program.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Subject curriculum
A detailed curriculum has not been published for this subject.