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‘Healthcare in Context 1 is the first of two subjects that develops students’ knowledge and skills in community healthcare. Students will work in small groups with an identified community to learn more about the determinants of health and to complete a community Health Needs Analysis. They will build knowledge of the bio-psycho-social and ecological models of health and the International Classification of Functioning, Disability and Health and critically apply this knowledge to their community engagement. Students will specifically learn theory relating to the selection of an ethically and culturally sensitive ‘Needs Analysis’ instruments that will inform them on the health and wellness priorities of the community. Students will administer the Needs Analysis instrument to key stakeholders from their community and gather data on the ‘felt, normative, expressed and comparative’ needs of the community. They will draw on knowledge and skills learned in Research and Evidence 2 to analyse the qualitative and quantitative data gathered. Students will spend a minimum of 10 hours on their community engagement project. Their involvement as a health researcher will be situated within the context of community health practice and health promotion from the perspective of primary healthcare.
To further expand on their understanding of diverse and complex healthcare contexts, students will have the opportunity to choose from 2 ‘placement’ selectives that will allow them to compare and contrast different models of healthcare as practiced locally and globally. The selective will involve a three week clinical or professional management experience that will draw from the following:
Selective 1) Global selective. Students will have an opportunity to travel either overseas, rurally or remotely to build their understanding of diversity of community contexts.
Selective 2) Student-led selective. Students will spend the equivalent of three weeks working on an interprofessional project such as REACH. REACH is a student-led clinic which runs in partnership with a community health centre in Melbourne.
The global selective can be completed during the Christmas holidays while the student-led clinic and the conference clinic committee selective can be completed during the semester.
HCC1 and HCC2 together make up the capstone experience of the DPT program.
Intended learning outcomes
The curriculum for the DPT program has been designed around 8 Learning Outcomes under 3 elements.
Element 1: Physiotherapy Theory and Practice
Element 2: Research and Evidence
5. Ethically select and administer a culturally sensitive Needs Analysis instrument to key community stakeholders while working to promote optimal data collection
6. Apply knowledge from Research and Evidence 2 to analyse the quantitative and qualitative data gathered with the Needs analysis instrument
Element 3: Healthcare contexts
7. Complete a thematic analysis of the qualitative data gathered with the Needs analysis instrument
8. Present a reflective response to the data gathered on community health and wellness priorities
- Differentiate between strategies to identity the Felt, Normative, Expressed and Comparative needs of a community as a way to identify the Health and Wellness priorities that are amenable to Physiotherapy intervention.
- Source and synthesise findings from relevant literature on existing Needs Analysis instruments and Health promotion strategies relevant to their communities.
- Contrast models of healthcare practice operating in selected Australian and global contexts, integrating knowledge of the role of social, cultural, political, and economic systems in shaping these healthcare models of practice
- Discuss the complexity of Health Promotion and existing tensions between Primary Healthcare aspirations and existing political, economic and legislative factors within the Australian healthcare context
By the completion of this subject, students will have had the opportunity to develop the following generic skills:
- Awareness of social and cultural factors that may affect their professional career;
- An appreciation of the importance of, and skills in developing a team approach in working with colleagues;
- Recognition of diversity in health belief, lifestyles, culture and values.
Last updated: 6 December 2019