|Year of offer||2019|
|Subject level||Graduate coursework|
Term 2 - Online
Term 3 - Online
|Fees||Subject EFTSL, Level, Discipline & Census Date|
This wholly online subject is a foundation subject to introduce students to selected core theory and frameworks that underpin the development and delivery of best practice evidence informed rehabilitation services across a range of disciplines and clinical practice contexts, across the lifespan. The subject will provide students with the opportunity to gain knowledge and develop skills related to the selection and delivery of appropriate and best practice rehabilitation services that are tailored to meet the needs of individuals, groups, or services. Students will gain skills, demonstrate understanding, and critically review the applicability of a range of models to deliver rehabilitation services including interdisciplinary, multidisciplinary, community and home-based.
The subject is divided into modules to allow flexibility for students to choose areas of rehabilitation practice that best match their disciplinary interests or work context. Similarly, students will be given options for assessment that include the development of multidisciplinary or single discipline rehabilitation that can be used in a clinical context. All students will complete four modules within this subject.
A Foundational Module will be completed by all students and introduces the theory underpinning and defining key features of best practice in rehabilitation. A theoretical framework, based on the International Classification of Functioning (WHO), will be introduced as a method of classification and consideration of the rehabilitation needs of an individual. Students will acquire skills in mapping the impact of health conditions into multiple domains and considering the associated personal and environmental factors though a series of diverse case studies. The constructs of habilitation and rehabilitation will be explored in the context of lifelong disabilities. A range of models of rehabilitation services will be introduced.
Students will then choose two from four modules that best meets their learning interests and/or practice or discipline interests. These modules are:
1. Evidence based rehabilitation: Students selecting this module will develop the skills to identify literature related to a rehabilitation method or approach used in their own setting. Students will develop a concise summary of the existing evidence, critically evaluate the quality of evidence to support the chosen intervention, and interpret the clinical application of this technique.
2. Rehabilitation services: This module will extend students’ exploration of rehabilitation services in a range of settings in the context of two acquired health conditions of their choice. Students will identify and justify the core elements of rehabilitation services provided across a patient journey from acute care, into subacute, community outpatient and home based services, including explicit consideration of the environmental, social and cultural factors that may influence choice of services.
3. Habilitation and lifespan disability: This module will focus on extending students’ understanding of rehabilitation service interventions across the lifespan of an individual with a complex congenital or developmental disorder.
4. Rehabilitation policy and regulation: Students will identify and analyse the relevant government and local health policy that influences equitable access to rehabilitation services. This will be explored within their own context and contrasted with policy from other global regions. The potential influence of service access on patient outcomes will be considered in depth.
The final Integration module will be completed by all students and addresses the integration and application of evidence informed rehabilitation practice. This module provides students with an opportunity to extend and demonstrate skills in developing and justifying an evidence-informed rehabilitation program for an individual with a complex condition, with consideration of the individual’s personal, cultural and environmental factors.
Intended learning outcomes
The curriculum is designed around three elements which provide both horizontal and vertical integration throughout the program. These elements are: rehabilitation theory and practice, evidence and innovation and clinical practice in context.
Rehabilitation Theory and Practice;
1. Demonstrate knowledge of the WHO-ICF framework for classification of functioning and disability through application of this framework to a range of health conditions
2. Apply knowledge of the ICF framework in the role of planning rehabilitation services for persons with long-term disabilities or chronic conditions
3. Consider and discuss the constructs of habilitation and rehabilitation in developmental and acquired health conditions across the lifespan
4. Summarise and contrast models of rehabilitation services for a selection of health conditions
Evidence and Innovation
5. Identify, critically appraise and interpret current research knowledge evaluating rehabilitation practice
6. Select and justify appropriate outcome measures in rehabilitation at the person and service level
Clinical Practice in Context
7. Propose and justify rehabilitation programs with explicit consideration of personal, cultural and environmental factors that can influence selection of an appropriate plan
8. Apply knowledge of a defined health condition to develop, explain and justify an appropriate rehabilitation intervention within your discipline
On completion of this subject, students will have had the opportunity to develop the skills associated with:
- applying knowledge, information and research skills to complex problems in a range of contexts skills and examining issues with multiple disciplinary perspectives
- awareness of the social and cultural diversity in communities
- placing great importance on their personal and professional integrity
- demonstrating enthusiasm, self-assurance and confidence in their knowledge, yet flexible, adaptable and aware of their limitations
- reflecting on their personal skills, values, biases and limitations and identifying learning opportunities to build on their knowledge and skills to promote best practice
Eligibility and requirements
Recommended background knowledge
Graduate level knowledge of the health care system and professional role consistent with a bachelor program in a health care science.
Core participation requirements
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
- Contribution to online discussions, throughout term (10%)
- Quiz (1 hour online quiz on foundations theory), due Week 3 (20%)
- Reflective portfolio – 1,000 words, due Week 8 (20%)
- Essay - 2,000 words, due Week 9 (50%)
Dates & times
- Term 2 - Online
Coordinators Kelly Bower and Jennifer Mcginley Mode of delivery Online Contact hours Wholly online subject Total time commitment 170 hours Pre teaching start date 22 April 2019 Pre teaching requirements There is a one week pre-teaching period during which students can choose to: 1) View a video presentation of an overview of the subject, assessment requirements and student expectations 2) Engage with discussion board to meet their tutors and colleagues enrolled in the program 3) Become familiar with the library by completing a small task that requires navigation of library resources, and 4) Complete one online task which will familiarise them with online learning requirements. This task can involve a quick quiz, reading a newspaper piece on a contemporary debate or reading a seminar paper on the subject. These activities serve to familiarise the students with the online learning environment and prepare the students for commencing in their learning fully informed about the requirements of the subject. Teaching period 29 April 2019 to 23 June 2019 Last self-enrol date 23 April 2019 Census date 17 May 2019 Last date to withdraw without fail 7 June 2019 Assessment period ends 30 June 2019
Term 2 contact informationMelbourne School of Professional and Continuing Education Email: email@example.com Phone: + 61 3 8344 0149 Monday to Friday 8am to 9pm AEST/AEDT. Weekends and University of Melbourne observed Public Holidays 10am to 5pm AEST/AEDT.
- Term 3 - Online
Coordinators Jennifer Mcginley and Kelly Bower Mode of delivery Online Contact hours Total time commitment 170 hours Pre teaching start date 15 July 2019 Pre teaching requirements There is a one week pre-teaching period during which students can choose to: 1) View a video presentation of an overview of the subject, assessment requirements and student expectations 2) Engage with discussion board to meet their tutors and colleagues enrolled in the program 3) Become familiar with the library by completing a small task that requires navigation of library resources, and 4) Complete one online task which will familiarise them with online learning requirements. This task can involve a quick quiz, reading a newspaper piece on a contemporary debate or reading a seminar paper on the subject. These activities serve to familiarise the students with the online learning environment and prepare the students for commencing in their learning fully informed about the requirements of the subject. Teaching period 22 July 2019 to 15 September 2019 Last self-enrol date 16 July 2019 Census date 9 August 2019 Last date to withdraw without fail 30 August 2019 Assessment period ends 22 September 2019
Term 3 contact informationMelbourne School of Professional and Continuing Education Email: firstname.lastname@example.org Phone: + 61 3 8344 0149 Monday to Friday 8am to 9pm AEST/AEDT. Weekends and University of Melbourne observed Public Holidays 10am to 5pm AEST/AEDT.
Time commitment details
Students will have access to electronic copies of prescribed readings.
- Related Handbook entries
- Available through the Community Access Program
About the Community Access Program (CAP)
This subject is available through the Community Access Program (also called Single Subject Studies) which allows you to enrol in single subjects offered by the University of Melbourne, without the commitment required to complete a whole degree.
Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.