Handbook home
Foundations of Rehabilitation (REHB90001)
Graduate courseworkPoints: 12.5Online
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable (login required)(opens in new window)
Contact information
Term 1
Email: continuing-education@unimelb.edu.au
Phone: + 61 3 8344 0149
Contact hours: https://unimelb.edu.au/professional-development/contact-us
Term 3
Email: continuing-education@unimelb.edu.au
Phone: + 61 3 8344 0149
Contact hours: https://unimelb.edu.au/professional-development/contact-us
Overview
| Availability | Term 1 - Online Term 3 - Online |
|---|---|
| Fees | Look up fees |
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. Assessment will include the development of single discipline and multidisciplinary rehabilitation that can be used in a clinical context. All students will complete four modules within this subject.
Module 1: 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.
Modules 2 and 3: Students will then choose two from three modules that best meet their learning interests and/or practice or discipline interests. These modules are:
- Adult rehabilitation services
- Paediatric rehabilitation services
- Rehabilitation policy and regulation
Students selecting the adults and paediatric modules 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. Students will identify and justifying core elements of rehabilitation services provided across a patient journey in different care settings. This will include gathering, synthesising and appraising evidence, as well as applying this to practice considering personal and environmental factors.
The Rehabilitation policy and regulation module will allow students to 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.
Module 4: 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 evidence-informed rehabilitation programs and to hear from rehabilitation experts.
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.
On completion of this subject, students should be able to:
Rehabilitation Theory and Practice
- Demonstrate knowledge of the WHO-ICF framework for classification of functioning and disability through application of this framework to a range of health conditions.
- Apply knowledge of the ICF framework in the role of planning rehabilitation services for persons with long-term disabilities or chronic conditions.
- Consider and discuss the constructs of habilitation and rehabilitation in developmental and acquired health conditions across the lifespan.
- Summarise and contrast models of rehabilitation services for a selection of health conditions.
Evidence and Innovation
- Identify, critically appraise and interpret current research knowledge evaluating rehabilitation practice.
- Select and justify appropriate outcome measures in rehabilitation at the person and service level.
Clinical Practice in Context
- Propose and justify rehabilitation programs with explicit consideration of personal, cultural and environmental factors that can influence selection of an appropriate plan.
- Apply knowledge of a defined health condition to develop, explain and justify an appropriate rehabilitation intervention within your discipline.
Generic skills
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
Last updated: 31 January 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Recommended background knowledge
Graduate level knowledge of the health care system and professional role consistent with a bachelor program in a health care science.
Inherent requirements (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
Last updated: 31 January 2024
Assessment
| Description | Timing | Percentage |
|---|---|---|
Contribution to online discussions
| Throughout the teaching period | 10% |
Online quiz (on foundations theory)
| Week 3 | 20% |
Oral Presentation
| Week 7 | 20% |
Essay
| Week 9 | 50% |
Last updated: 31 January 2024
Dates & times
- Term 1 - Online
Coordinator Thorlene Egerton Mode of delivery Online Contact hours Wholly online subject Total time commitment 170 hours Pre teaching start date 22 January 2024 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 January 2024 to 24 March 2024 Last self-enrol date 23 January 2024 Census date 16 February 2024 Last date to withdraw without fail 8 March 2024 Assessment period ends 31 March 2024 Term 1 contact information
Email: continuing-education@unimelb.edu.au
Phone: + 61 3 8344 0149
Contact hours: https://unimelb.edu.au/professional-development/contact-us
- Term 3 - Online
Coordinator Thorlene Egerton Mode of delivery Online Contact hours Total time commitment 170 hours Pre teaching start date 15 July 2024 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 2024 to 15 September 2024 Last self-enrol date 16 July 2024 Census date 9 August 2024 Last date to withdraw without fail 30 August 2024 Assessment period ends 22 September 2024 Term 3 contact information
Email: continuing-education@unimelb.edu.au
Phone: + 61 3 8344 0149
Contact hours: https://unimelb.edu.au/professional-development/contact-us
Time commitment details
170 hours
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 31 January 2024
Further information
- Texts
Prescribed texts
Students will have access to electronic copies of prescribed readings.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Rehabilitation Science - 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.
Last updated: 31 January 2024