This unit introduces students to the profession of occupational therapy, conceptual foundations underpinning the profession, and areas of clinical practice. Students will learn about the important and unique contribution made by occupational therapists in peoples lives to promote health and well-being. The important role of occupation in daily life will be discussed. In particular, this unit presents an overview of how occupational therapy reduces activity limitations people may have, and in doing so enhances the social participation for people of all ages and abilities. The problem solving process used by occupational therapists to assist clients will be introduced.

This unit introduces students to the concept of physiotherapy as a profession, including regulatory, ethical and legal frameworks underpinning practice within the context of the changing health environment. In addition, students will be introduced to fundamental aspects of physiotherapy practice, including gathering, analysing and problem-solving information through a process of clinical reasoning. Students will also develop practical skills in relation to assessment of movement, patient manual handling and transfers, and patient education regarding gait and use of assistive devices.

The broad aim of this unit is to introduce the work of podiatrists in health care and explain the important role of podiatric services in the community. Students will develop basic skills in dealing with professional, legislative and health issues. The focus will primarily be on areas designed to prepare students for incorporating the clinical standards for infection control and general clinical assessment skills in preparation for competent and safe practice in clinical units.

This unit introduces students to the profession of speech pathology, including the regulatory, ethical and legal frameworks which underpin speech pathology practice within the context of the changing health environment. Students will explore and reflect on their developing professional identity with reference to the Professional Standards for Speech Pathologists in Australia, including the domains of professional conduct, reflection and lifelong learning, and speech pathology practice. In addition, students will have opportunities to develop core skills in communication and professional interaction, including gathering, analysing and reflecting on information through a process of clinical reasoning. Students will also develop introductory level skills in core speech pathology processes such as safe and effective observation, documentation and therapeutic communication through practical activities with academic staff and other students.

This unit provides an orientation to the foundational concepts that underpin Speech Pathologists' practice in the areas of communication and mealtimes across the lifespan. The unit will introduce students to core practice areas and explore the role of the Speech Pathologist in working with individuals, families and communities across different clinical contexts. Students will have the opportunity to compare and contrast typical and disordered presentation of speech, language, voice, fluency, multimodal communication and swallowing in both children and adults. Throughout the unit, theoretical approaches to working effectively in partnership with individuals, families and models will be illustrated.

This unit introduces students to the profession of recreational therapy, its models and modalities of practice as well as potential areas of work and intervention. It explores the conceptual foundations underpinning the profession, the different approaches to recreation therapy practice and areas of clinical intervention. Students will learn about the important and unique contribution made by recreation therapists in people's lives to promote human development and individual and collective well-being.

Introduction to Leisure and Recreation Theory introduces students to key concepts in leisure and recreation, particularly as they relate to health and well-being. Students will learn about models and theories that assist them in understanding leisure behaviours and recreation practices from different perspectives. The various disciplinary approaches to leisure studies and practice are reviewed, and the multifaceted nature of leisure is explored. In particular, students are encouraged to identify, articulate, reflect upon, and value leisure in their own lives and the lives of others.

Introduction to Leisure and Recreation Theory introduces students to key concepts in leisure and recreation, particularly as they relate to health and well-being. Students will learn about models and theories that assist them in understanding leisure behaviours and recreation practices from different perspectives. The various disciplinary approaches to leisure studies and practice are reviewed, and the multifaceted nature of leisure is explored. In particular, students are encouraged to identify, articulate, reflect upon, and value leisure in their own lives and the lives of others.

Students build on their knowledge and skills explored in their first 1.5 years of physiotherapy study. It focuses on the core competencies of physiotherapy professional practice, which will be developed through a variety experiential and community engagement learning activities. Professional competencies addressed in this unit include communication, documentation, and reflection, professional and ethical behaviour. In addition, students will develop skills in client assessment, and interpretation of findings to formulate hypothesized problem lists and goals for patients.

Introduction to Leisure and Recreation Theory introduces students to key concepts in leisure and recreation, particularly as they relate to health and well-being. Students will learn about models and theories that assist them in understanding leisure behaviours and recreation practices from various perspectives, but with a particular focus on insights from sociology and psychology. In particular, students are encouraged to identify, articulate, reflect upon, and value leisure in their own lives and the lives of others.

This unit will introduce students to clinical and theoretical foundations of musculoskeletal disorders that can impact on the function of the lower extremity and reduce patient quality of life. Musculoskeletal disorders including rheumatic diseases, inflammatory arthropathies, connective tissue disorders, bone disease and tumours will be covered. Advanced assessment evaluation will be taught with a focus on diagnostic imaging techniques including ultrasound, X-rays, magnetic resonance imaging, computer tomography and bone scans. This will assist in the clinical diagnosis of disease processes that present in podiatric settings

This unit provides opportunities for students to understand the wide-ranging practice areas of relevance to occupational therapy. Students will complete a 90-hour project placement across the semester in partnership with diverse health and community-based service providers. Through a variety of experiential, self-directed, and flexible learning opportunities provided through class practicums and practice placement activities, students will develop critical occupational therapy skills and competence in communication, professional behaviours, ethical practice, critical reflection, quality improvement and project management.

This unit will introduce students to clinical/practical and theoretical foundations of human biomechanics of the foot and lower extremity, and the assessment, diagnosis and treatment of common foot and lower extremity pathologies. The unit consists of co-ordinated lectures and practical components to cover the theory and application of foot and lower extremity biomechanics and gait analysis, relevant physical examinations (bones, joints, soft tissues), diagnosing common foot and lower extremity conditions and related treatment options.

Analysing an individual's participation in meaningful occupations is an essential clinical reasoning process to be mastered by occupational therapists. Therapists must be able to analyse three factors to do so: the person's abilities; the demands of the occupation; and the impact of the environmental context on participation. This unit will facilitate the development of these skills so that students can maximise the person-environment-occupation fit to optimise participation for people with a variety of health challenges or disabilities.

This unit will prepare students for working with patients in the UniClinic and external placement through consolidation and application of podiatric theory and assessment skills first introduced in Year 1. This unit will emphasize UniClinic handbook procedures, and equip students with basic management, communication and correspondence skills. The unit will also apply student knowledge of functional anatomy, dermatological, vascular, neurological and biomechanical assessment techniques and management into the context of common podiatric conditions.

This unit provides students with the opportunity to apply theoretical and practical knowledge and skills gained in the course to develop their practice and professional behaviours in a therapeutic recreation workplace setting. The unit develops skills for students in working with individuals in a therapeutic recreation program that include assessment, planning, programming and evaluation.

This unit discusses speech and language development and change from young adults to the elderly. It focuses on acquired communication disorders of neurological origin, such as aphasia and related disorders, apraxia of speech and dysarthria, and the diagnosis and treatment of serious communication disorders.

This unit extends previous learning about child communication and the assessment and intervention for speech and language disorders in children. This approach integrates theoretical topics with an exploration of relevant clinical processes and stresses the importance of evidence-based practice.

The unit discusses communication disorders in older children and adults and their assessment and treatment. The unit focuses on hearing impairment and its implications for communication, audiological assessment and diagnosis and treatment methods for hearing loss. The unit also introduces cultural and linguistic diversity and its impact on communication and communication disorders.

Students will be required to complete an 80-hour industry based placement as part of the assessment requirements for this unit. This unit focuses on advanced study in the theoretical and practical aspects of procedures necessary for assessment, planning, implementation, management and evaluation specific to recreational therapy services. Students will learn how to apply assessments in all domains of health, for example psychological, physical, social, emotional, cognitive and leisure to further develop their recreational therapy assessment and evaluation skills.

Students will be required to complete an 80-hour industry based placement as part of the assessment requirements for this unit. This unit introduces students to the development, implementation and evaluation of recreational therapy programming. Development and ongoing assessment of programs will be explored through theoretical and practical situations. Students will learn how to adapt recreation and leisure activities for clients with varying abilities and needs and apply recreation therapy models into practice.

Speech Pathologists require a sound knowledge of the relevant structures and functions of the central and peripheral nervous system to be able to understand hearing, language and swallowing processes, and how disease or dysfunction affects them. This unit covers the anatomical and vascular structures of the head and neck, their development and functions, medical imaging and neural plasticity. Topics include the somatosensory systems, motor systems, and the role of the brainstem, cranial nerves, and executive systems in controlling hearing, speech, language and swallowing processes. Common congenital, degenerative and acquired neurological disorders are described. This unit will develop knowledge relevant to other units related to speech pathology.

This unit discusses communication disorder in children and adults arising from physical, sensory, cognitive, linguistic, psychosocial, functional and environmental changes that occur across the lifespan. The unit focuses on assessment of communication skills, interpretation and reporting of findings, diagnosis, and planning of treatment and management priorities within holistic, person-centred frameworks. Students will have the opportunity to explore disordered presentation of speech, language, voice, and fluency and build on emerging clinical reasoning, critical reflection skills, and strategies for working effectively in partnership with individuals, families and communities.

This unit will introduce core linguistic concepts including the sound structure of language (phonetics), how sounds convey meaning (phonology), the formal structure of words (morphology) and sentences (syntax), and the ways in which each of these differ across languages. Emphasis will be placed on the cultural and linguistic diversity of the Western Sydney region, and this will serve as a lens through which the linguistic concepts covered throughout the course will be taught. Students will learn how to transcribe typical and disordered speech using the International Phonetic Alphabet and will be familiarised with how to analyse language at the phoneme, word, and sentence levels. Knowledge will be applied to the exploration of real-world clinical cases. The knowledge acquired within this unit will lay the foundations for understanding, diagnosing and treating speech and language disorders.

This unit discusses theoretical and evidence-based intervention approaches that underpin speech pathology practice for adults with communication disorders. The unit explores speech pathology management of speech, language, voice and fluency and multimodal communication through studying communication needs with adult cases. Students will have opportunities to plan evidence-based intervention goals and create management plans for individuals, families and communities in a range of clinical contexts. Students will continue to develop core speech pathology practice skills through demonstration, practice and simulation.

This unit discusses theoretical and evidence-based intervention approaches that underpin speech pathology practice for children with communication disorders. The unit explores speech pathology management of speech, language, voice and fluency with diverse paediatric cases. Students will have the opportunity to plan intervention goals and develop management plans for individuals, families and communities in a range of contexts. Students will continue to develop core speech pathology practical skills through demonstration, practice and simulation.

This unit builds on the knowledge and skills developed in the first 2.5 years of physiotherapy study. This unit focuses on client assessment and evidence based management in acute cardiorespiratory physiotherapy contexts. Students will extend and advance the knowledge, competencies and skills in cardiorespiratory physiotherapy clinical reasoning including assessment, interpretation and prioritisation of findings, synthesis of complex information along with the implementation and evaluation of appropriate treatment strategies. This framework will also be applied to the management of patients in Intensive Care, where students will develop specialist knowledge and skills in cardiorespiratory assessment and treatment of acutely ill unstable patients with cardiorespiratory failure and complex comorbidities. This will require strong communication skills, ethical and professional behaviour and an appreciation of interprofessional care required in acute clinical scenarios including intensive care units.

Students learn about occupational therapy practice with children and youth in different practice settings. This unit examines child development and explores the occupations of children and youth. The impact of family, social, cultural and political contexts on this period of life is analysed. Occupational therapy models, frames of reference, assessments and interventions are applied to practice scenarios. Family-centred practice is a key focus of this unit.

This clinical unit builds on the knowledge and skills developed in first 2 years of physiotherapy study. It focuses on generic aspects of physiotherapy professional practice, which will have been developed through a variety experiential and community engagement learning activities. Professional competencies addressed in this unit include communication, documentation, and reflection, professional and ethical behaviour. In addition, students will develop skills in client assessment, interpretation of findings and education. A professional practice placement is incorporated into this unit. This unit requires physiotherapy students to demonstrate assessment, intervention skills and problem solving skills in a general environment. The focus will be on generic skills such as communication, problem solving, manual handling, gait and basic assessment skills. The placement may include ambulatory care, acute care, rehabilitation or paediatrics.

This clinical education placement will provide the context for students to apply the theoretical and research knowledge and skills learnt in 400984 Cardiopulmonary Physiotherapy. Students will be required to assess and treat clients in the acute care and intensive care settings. Assessments and treatments will focus on improving or preventing client impairments. These may include decreased mobility and function altered by acute illness or injury, which may be combined with a chronic disease or a disability. These assessment and treatments will tend to have a cardiorespiratory physiotherapy focus, but clients may also present with neurological and musculoskeletal conditions which require intervention. Students will, therefore, be expected to integrate knowledge and skills learnt across all physiotherapy-specific units in their provision of client-centred care as well as draw on more general knowledge and skills from earlier stages of the course.

In 2017, this unit is replaced by 401145 - Exercise for Health and Disease Prevention. Clinical Exercise Physiology 1 is primarily concerned with teaching students how to design and implement exercise assessments and exercise prescriptions for clinical populations (high-risk). Emphasis is placed on cardiovascular, metabolic, pulmonary and immunological diseases. Unit content relates to how exercise can be applied to prevent, manage and/or treat chronic diseases, informed by an understanding of the pathophysiology and its impact on health status. Students will be involved in designing exercise programs using an evidence-based approach, which will enable a client to achieve optimum results whilst maintaining a high regard for safety, adherence and motivation. Students will be involved in practical sessions aimed at developing the skills necessary for exercise screening, testing and prescription in clinical populations.

The productivity role is a key aspect of adult life for most people. Occupational therapists play a major role in assisting clients who have had their productivity role affected in some way. This unit explores the importance of productivity for adults, in particular those engaged in paid employment. The focus of this unit is the rehabilitation of the injured worker within the context of the work health and safety legislation and the WorkCover case management system. In addition, this unit will explore vocational counselling and rehabilitation for clients with psychosocial, cognitive and physical disabilities.

This unit focuses on the role of exercise in the functional rehabilitation of musculoskeletal injuries including work and sporting injuries. It covers injury and re-injury prevention strategies; mechanisms of injury; patho-physiology of injury and repair process; design and evaluation of rehabilitation exercise programs; how the exercise program functions in concert with other methods of injury treatment and management; important pharmacological, communication, psychosocial and cultural considerations; the role of the exercise physiologist in the rehabilitation team; the effects of nervous system disorders and injury on skeletal muscle control, injury and rehabilitation are also considered.

Exercise Rehabilitation focuses on the assessment and management of patients using exercise training. All patient groups are covered but there is an emphasis on cardiorespiratory disorders. Professional competencies addressed in this unit include an understanding of the normal physiological responses to exercise, the implications of pathology and exercise. The unit also includes further development and practice of skills in the patient physical examination, and clinical reasoning such that hypothesized problem lists and goals for patients are developed. The prescription of exercise-based interventions with other physiotherapy modalities is also covered. This unit also facilitates the attainment of professional competencies including effective communication skills, ethical reasoning, professional behaviour, and an appreciation of interprofessional care.

This subject emphasises exercise, physical activity and lifestyle factors in the aetiology, prevention and management of chronic diseases and disability. Students will develop an understanding of the Australian healthcare system and agencies involved in the promotion of physical activity for disease prevention. Students will utilise evidence-based guidelines and problem-based learning to design, implement and evaluate safe and effective exercise and physical activity programs for higher-risk populations. Evidence-based recommendations for sleep, stress reduction, general nutrition and play (social and environmental engagement) will be emphasised and incorporated in these programs to provide a more holistic, wellness-based approach to lifestyle (behaviour) modification. Students will develop practical skills necessary for screening and testing higher-risk populations including electrocardiography (ECG) and stress testing.

In 2017, this unit is repalced by 401144 - Exercise Prescription II. This unit focuses on the role of exercise in the functional rehabilitation of musculoskeletal injuries including work and sporting injuries. It covers injury and re-injury prevention strategies; mechanisms of injury; patho-physiology of injury and repair process; design and evaluation of rehabilitation exercise programs; how the exercise program functions in concert with other methods of injury treatment and management; important pharmacological, communication, psychosocial and cultural considerations; the role of the exercise physiologist in the rehabilitation team; the effects of nervous system disorders and injury on skeletal muscle control, injury and rehabilitation are also considered.

In this unit students will develop knowledge and skills required to facilitate and critically evaluate leisure education interventions to bring about changes in the leisure behaviour of individuals, particularly those at risk of developing or with a diagnosed mental illness. Students will analyse evidence to plan, implement and evaluate leisure education programs.

This unit focuses on client assessment and treatment using manual physiotherapy techniques. An emphasis is placed on diagnostic reasoning and evaluation, understanding the implications of pathology in a physiotherapy context, prioritising problems and integrating manual therapy with other physiotherapy treatments. This requires strong communication skills, ethical and professional behaviour and an appreciation of interprofessional care.

This unit builds on the knowledge and skills developed in the first two years of physiotherapy study. It focuses on client assessment and evidence-based management in musculoskeletal physiotherapy contexts. This will require strong communication skills, ethical and professional behaviour and an appreciation of interprofessional care. Professional competencies addressed in this unit include developing skills in musculoskeletal physiotherapy assessment, interpretation and prioritisation of findings along with the implementation and evaluation of appropriate treatment strategies.

This unit focuses on client assessment and treatment using manual physiotherapy techniques. An emphasis is placed on diagnostic reasoning and evaluation, understanding the implications of pathology in a physiotherapy context, prioritising problems and integrating manual therapy with other physiotherapy treatments. This requires strong communication skills, ethical and professional behaviour and an appreciation of interprofessional care.

This unit builds on the knowledge and skills developed in the first two years of physiotherapy study. It focuses on client assessment and evidence-based management in acute neurological physiotherapy contexts. This will require strong communication skills, ethical and professional behaviour and an appreciation of interprofessional care. Professional competencies addressed in this unit include introductory skills in neurological physiotherapy assessment, interpretation and prioritisation of findings along with the implementation and evaluation of appropriate treatment strategies.

This unit focuses on client assessment and evidence-based physiotherapy management in neurological rehabilitation. This will require strong communication skills, ethical and professional behaviour and an appreciation of interprofessional care. Professional competencies addressed in this unit include clinical reasoning in neurological physiotherapy assessment and treatment, implementation and evaluation of evidence-based interventions and management of complex conditions.

In this unit, students will examine the ageing process using the biopsychosocial model, and reflect on their own attitudes towards ageing, including how social stereotypes of older people must be challenged to promote a positive view of this stage of life. Students will gain knowledge about how occupational performance may be impacted due to ageing, including common conditions assessed and treated by occupational therapists. Students will use research evidence to prepare occupational therapy intervention plans that promote quality of life and maximum social participation for clients' and their families.

This unit provides an understanding of the impact of major mental illnesses and disorders on occupational participation. These illnesses/disorders are examined from varying perspectives including consumer, recovery, population health and biomedical. Mental health legislation, policies, strategies and standards are examined in relation to clinical practice in this field. Occupational therapy theory, assessments, interventions and outcomes are incorporated together with cross-disciplinary approaches and current evidence to provide a foundation for practice in mental health settings.

This unit prepares occupational therapy students to work in a variety of settings with individuals who have a neurological condition. The impact of common neurological conditions on the person, their environment and their occupations will be examined. Students will be exposed to a variety of assessments, interventions and evaluation tools suitable for this client population.

In this unit students will understand how the environment not only provides a context for the activities people choose to engage in, but also how well they can complete them. Students will learn how the social, cultural, physical and institutional environments that they live in can influence health and well-being, provide structures for social inclusion or exclusion, and enable or limit people to participate in everyday activities. Using an occupational lens, students will gain skills in analysing environmental barriers to occupational performance and modifying environments to increase participation.

This unit will allow students to consolidate academic knowledge and clinical skills. There will be opportunities to actively participate in assessment, analysis, goal setting, treatment/programme planning and occupational therapy intervention under the supervision of an occupational therapist. The placement will allow students to work for 5 consecutive weeks with occupational therapists in one of the many settings where therapists currently practice.

This unit will enable students to consolidate academic knowledge and practice skills. On campus practicums will focus on occupational therapy skill development to equip students with the skills to provide occupational therapy interventions during off-site professional practice placements. There will be opportunities to actively participate in assessment, analysis, goal setting, intervention and evaluation under the supervision of an occupational therapist. Students will experience full time work with occupational therapists in practice settings. Students will complete practice hours in accordance with World Federation of Occupational Therapy accreditation guidelines.

This unit provides students with the knowledge and skills to apply the occupational therapy problem-solving process in an evidence-based way, across a diverse range of practice situations. Students will gain knowledge in the application of each stage of the occupational therapy process, learn skills in the selection and implementation of assessments and outcome measures, and undertake intervention planning to suit clients with different occupational needs and health trajectories. Different occupational therapy approaches will be reviewed and students will gain skills in tailoring intervention approaches to suit client need and practice context.

This unit will cover the pharmacological foundations and principles of drugs with a particular emphasis on those that may be prescribed by podiatrists upon appropriate qualification, including indications, contraindications, drug-drug interactions and adverse drug reactions. Student knowledge of national legislation relating to the effective and safe use of drugs will be developed, alongside an understanding of the process for obtaining prescribing rights and the attendant responsibilities. Upon successful completion of this unit and registration as a podiatrist, students will be eligible to seek further training to gain endorsement to prescribe.

This unit is the first of four podiatry clinical practice units. Building on previous core and podiatry specific theory units this unit introduces students to basic and general clinical skills, including history taking, patient communication, assessment, diagnosis, management and documentation in the clinical environment of common foot disorders under supervision. The student will also be introduced to basic skills in mechanical therapy as part of the clinical therapies component of the unit. Clinical activities will include UniClinic sessions, Clinical Therapies, Tutorials, and External Clinical Placement.

This unit will further develop students assessment skills encouraging the student to make the appropriate selection of techniques (biomechanical assessments) and to introduce the student to the diagnosis and management of a variety of simple foot pathologies. In this unit, the second of the four clinical practice units, students will participate in assessments of patients under supervision and continue with the management of foot pathologies. Clinical activities will be divided into five areas: General Medicine Clinic, Biomechanical Assessment Clinical, Tutorial, Clinical Therapies and External Clinical Placement.

This unit will introduce students to local anaesthesia, the theory of surgical procedures and the practice of skin and nail surgical techniques. As such, this unit allows students to assess patients' suitability for administration of local anaesthesia; understand procedures involved in obtaining voluntary consent, appreciate, and reasonably predict and describe the possible adverse effects of administering local anaesthesia. Surgery will focus the medico-legal requirements, principles of theatre protocol, peri-operative and post-surgical management of the patient and nail and skin surgery, in preparation for student undertaking surgery during Podiatric Practice 3 and 4.

This subject will no longer be offered. Student are advised to enrol into the equivalent subject called REHA3041 Facilitation in Recreational Therapy in Spring 2022. The aim of this unit is for students to explore the facilitation of therapeutic recreation interventions. Students will have opportunities to apply practical professional skills, including working through the treatment process and building rapport with individuals and groups. This unit is a hands on unit where students engage in mock activity interventions.

This unit provides students with the opportunity to experience the practice of therapeutic recreation in the workplace through a supervised placement experience with industry. Students will complete practice hours in accordance with the National Diversional and Recreation Therapy Australia requirements. Students will develop skills in client assessment, problem identification, program planning, implementation and evaluation in a range of therapeutic service settings. Students will develop learning contracts and explore the advocacy and support needs of the clients.

This clinical unit will operationalise the knowledge and skills developed in the first three years of speech pathology study to provide appropriate and holistic care for paediatric clients. Students will undertake supervised clinical practice to assess and treat paediatric clients. Clinical experience placements may be in speech pathology units in hospital, community health, school or on-campus settings. Professional competencies addressed in this unit include communication, documentation, reflection and professional and ethical behaviour. In addition, students will develop skills in client assessment, interpretation of findings and education.

This clinical unit will operationalise the knowledge and skills developed in the first three years of speech pathology study to provide appropriate and holistic care for paediatric clients. Students will undertake supervised clinical practice to assess and treat paediatric clients. Clinical experience placements may be in speech pathology units in hospital, community health, school or on-campus settings. Professional competencies addressed in this unit include communication, documentation, reflection and professional and ethical behaviour. In addition, students will develop skills in client assessment, interpretation of findings and education.

This unit addresses the management of fluency disorders in children, adolescents and adults. It covers theoretical perspectives on stuttering and other fluency disorders, assessment and intervention principles, counselling and facilitating therapy, management of fluency disorders and indicators of successful change.

The unit addresses normal and disordered swallowing at mealtimes. It focuses on the assessment and management of feeding and swallowing disorders in infants, children and adults and addresses assessment and intervention practices. Clinical assessment and specific intervention techniques are studied in relation to specific dysphagic populations.

This unit explores the facilitation of recreational therapy interventions, including processing and building rapport and trust with individuals and groups. Various recreational therapy modalities, and their application and benefits to achieving health outcomes will be explored and critiqued. This unit is designed to be hands-on and students will be tasked with facilitating a mock intervention for their peers.

This unit examines the essential management skills that are required of an effective manager in clinical and non-clinical settings, including healthcare facilities, community-based or private leisure, therapy and recreation services, and the health service setting. Consumer management, quality service management, practitioner performance, legal liability and risk management are all examined.

This is a 20 credit point year-long subject taken over two terms (10 credit points in each term). This subject focuses on meeting all National Council for Therapeutic Recreation Certification (NCTRC) requirements for a successful internship experience, leading to potential Certified Therapeutic Recreation Specialist (CTRS) designation. Under the supervision of a qualified Recreation Therapist, the internship will be completed totaling 560 full-time hours. The internship may be in any area of recreation therapy practice that serves students' needs and accreditation requirements.

Recreation therapists are frequently tasked with solving very complex problems in their practice. This unit uses project-based learning to provide students with the opportunity to work collaboratively to solve an industry-driven problem, using systematic and evidence-based techniques to do so. Students will be challenged to think broadly to take into account the interrelationships among a full range of causal factors underlying the problem at hand, and will be required to use more collaborative and innovative approaches to solve industry challenges.

This unit will introduce the concept of 'Communication access for All' and focus on strategies to create communication accessible environments that promote inclusion of individuals with communication support needs across the lifespan. The scope of the unit will encompass the features of communication accessible environments, multimodal communication methods, assistive technology, and Augmentative and Alternative Communication (AAC). Students in Speech Pathology will develop competency in the assessment, management, measurement, and support of complex communication in individuals across the lifespan, and will explore how capacity building models and strategies can enhance the activities and participation of individuals, families and communities.

This unit discusses theoretical and evidence-based approaches to assessment and management of a diverse range of swallowing disorders in infants, children and adults. Students will have opportunities to interpret and synthesise assessment findings and create management plans to optimise mealtime experiences by exploring cases that address the needs of individuals with swallowing disorders, their families and communities. Students will plan and implement core speech pathology assessment and therapy skills, related to swallowing and mealtime management through observation and practice. Evidence-based, interdisciplinary and holistic approaches to swallowing and mealtime management will be integrated during this unit.

The unit adopts a problem based learning approach towards speech pathology management of communication, hearing and mealtimes through collaboration with individual adults, families and communities. Students will synthesise their knowledge and skills in adult speech, language, voice, fluency and swallowing and multimodal communication in speech pathology practice to manage complex cases. They will engage with problem based learning experiences that require integration of theoretical and evidence based intervention approaches with collaborative person and family and centred practice. Students will critically evaluate of models of service delivery in response to community needs.

This unit utilises a problem-based learning approach to explore assessment, management and measurement of change in complex cases of communication and mealtime disorder in children. Authentic case scenarios of paediatric clients will encourage students to integrate theoretical knowledge, clinical reasoning, and practical speech pathology skills to plan and evaluate approaches to working with children, their families and the communities in which they live. Individual, targeted and universal intervention strategies will be addressed within the context of collaborative, family centred philosophy.

This clinical placement unit will operationalise the knowledge and skills developed in the first three years of speech pathology study, to provide appropriate and holistic care for clients of speech pathology across the lifespan, their families and communities. Students will undertake 21 days of supervised clinical practice in a range of authentic speech pathology contexts including, but not limited to, hospitals, community health settings, schools / preschools / day-care, disability and/or not for profit organisations, private practice or on-campus settings. Professional competencies addressed in this unit include communication, documentation, reflection and professional and ethical behaviour. In addition, students will develop skills in client assessment, interpretation of findings, planning and implementation of speech pathology services, education, advocacy and advice. Students will be working at a near/approaching intermediate level of competency.

This second clinical practice unit will operationalise the knowledge and skills developed in the first three years of speech pathology study to provide appropriate and holistic care for clients of speech pathology across the lifespan, their families and communities. Students will undertake 21 days of supervised clinical practice in either adult or paediatric care (that which was not completed in Speech Pathology Practice 1). Clinical Practice will be taken in a relevant setting from among a range of authentic speech pathology contexts including, but not limited to, hospitals, community health settings, schools / preschools / day-care, disability and/or not for profit organisations, private practice or on-campus. Professional competencies addressed in this unit include communication, documentation, reflection and professional and ethical behaviour. In addition, students will develop skills in client assessment, interpretation of findings, planning and implementation of speech pathology services, education, advocacy and advice. Students will be working at an intermediate level of competency.

In this unit students will develop knowledge and skills required to facilitate and critically evaluate leisure education interventions to bring about changes in the leisure behaviour of individuals, particularly those at risk of developing or with a diagnosed mental illness. Students will analyse evidence to plan, implement and evaluate leisure education programs.

This clinical education placement will operationalise the theoretical and research knowledge and skills learnt in the first three years of the course. Students will be required to assess and treat clients in rehabilitation settings. Treatments will be focused on improving client mobility and function that is altered by illness, injury, chronic disease or a disability. This will assist in preparation for client discharge home or to an appropriate residential facility, as well as enhance functioning at home or in the community. Assessment and treatments will tend to have a neurological physiotherapy focus, but clients may also present with cardiorespiratory and musculoskeletal conditions which require intervention. Students will, therefore, be expected to integrate knowledge and skills learnt across all physiotherapy-specific units in their provision of client-centred care as well as draw on their more general knowledge from earlier stages of the course.

This clinical education placement will operationalise the theoretical and research knowledge and skills learnt in the first three years of the course. Students will be required to assess and treat clients who present in hospital outpatient departments, community settings and private practices. This involves the assessment of the client's impairments, function and disability within their home and community environment. Interventions may include manual and exercise therapy; use of electrophysical agents, taping and bracing; and education regarding both prevention and management of conditions. Assessment and treatment will tend to have a musculoskeletal physiotherapy focus, however, clients may also present with neurological and cardiorespiratory conditions that require intervention. Students will therefore integrate knowledge and skills learnt across all physiotherapy-specific units in their provision of client-centred care as well as draw on their more general knowledge from earlier stages of the course.

This clinical education placement will operationalise the knowledge (theory and research) and skills learnt in Paediatric Physiotherapy. Students will also integrate and apply the knowledge and skills learnt in musculoskeletal, cardiorespiratory and neurological physiotherapy, as well as other health science units to provide appropriate and holistic family-centred care to paediatric clients. Students will be required to assess and treat paediatric clients in acute hospital, rehabilitation or community settings. This approach to management involves the consideration of a child's age, development, and diagnosis during assessment and treatment. Advanced communication skills are required to educate parents and children on the prevention and management of paediatric conditions.

This clinical unit involves the integration of musculoskeletal, neurological and cardiorespiratory physiotherapy assessment and treatment skills in an advanced physiotherapy care environment. Advanced problem-solving skills will be required to manage complicated client presentations in various clinical environments. Advanced care environments may include speciality areas such as burns, spinal, emergency, intensive care and aged care units within a hospital, or private practice and community-based services where the physiotherapist is the primary care practitioner. Student preferences and prior clinical placement experience will be considered in the clinical placement allocation process. This will help to ensure all students are given the opportunity to explore the breadth of practice of physiotherapy in different environments.

This unit will introduce practical principles of professional, ethical and legal issues associated with working as a podiatrist, focusing on the workplace, administrative policies and procedures as required for registration with the state Registration Board. Students then undertake a clinical block in a public sector placement designed to further consolidate podiatric assessment, communication and management skills. The student will be involved in treating pathologies in general health and the high risk patient encompassing all aspects of podiatry

In this unit, students will further develop their clinical reasoning with respect to clients with complex presentations in areas such as aged care, women's health, return to work, private practice and culturally and linguistically diverse individuals. Complex information will be synthesized such as the theory, research and skills across the spectrum of physiotherapy care , and theories related to professionalism, ethics, safety and communication. This unit also contains the discussion of a range of recent professional developments in physiotherapy, which are relevant to entry level practitioners. These include registration as a physiotherapist, continuing education, workload control strategies, duty of care responsibilities and quality improvement processes (including critical reflection), employment strategies and career pathways.

This unit builds on previous clinical and theoretical units to develop in-depth knowledge in dermatology and gerontology. Foundations of dermatology including the function and structure of the skin, assessment, differential diagnosis, aetiological factors and the management of disorders of the skin, with particular emphasis on common foot conditions and co-morbidities will be investigated. Population's trends, aging norms, pathology, co-morbidities and attitudes to aging will be explored. Particular focus will be placed on pathophysiology, mechanics, diagnosis and treatment options to maintain normal daily activities.

In this unit, students will further develop their evidence based practice skills and knowledge by applying it in practice settings. This will involve applying the academic knowledge and skills from three prior evidence based practice and research units by synthesising it with their clinical experience and skills. Students will be allocated a topic area from which they will identify a clinical "problem" or health-related issue. Students will then plan and design a robust research project to answer this question. Students will be expected to reflect on the barriers and facilitators of evidence-based practice, and develop strategies and interventions to be used to facilitate the implementation of evidence in practice by clients and health care practitioners.

This unit critically examines practice in the community with a focus on social inclusion and occupational justice. Life perspectives of people experiencing occupational injustice are explored. Current and historical ideologies which underpin global and national legislation and policies on human rights are examined. The promotion of occupational participation through occupational therapy practice is outlined. This unit challenges popular myths and stereotypes of people with disabilities. Issues such as de-institutionalisation, duty of care, dignity of risk, choice-making, rights and negligence are critiqued against legal, ethical and personal perspectives. This unit assists students develop critical thinking and reflection skills for practice.

This unit is the first of two final clinical placement units in the 4th year of the program. This unit aims to facilitate the transition from student to occupational therapy practitioner by allowing students to consolidate academic knowledge and practice skills in preparation for becoming a competent beginning practitioner. Students will be expected to actively participate in assessment, analysis, goal setting, intervention and evaluation under the supervision of an occupational therapist. Students will complete practice hours in accordance with World Federation of Occupational Therapy accreditation guidelines.

This unit is the second of two final clinical placement units in the Year 4 of the program. This unit aims to facilitate the transition from student to occupational therapy practitioner by allowing students to consolidate academic knowledge and practice skills in preparation for becoming a competent beginning practitioner. Students will be expected to actively participate in assessment, analysis, goal setting, intervention and evaluation under the supervision of an occupational therapist. Students will complete practice hours in accordance with World Federation of Occupational Therapy accreditation guidelines. This unit also emphasises career planning and preparation for entering the professional world as an occupational therapist.

The aim of this unit is for students to critically apply their knowledge of professional theory, practice, research and evaluation skills to the investigation of an occupational therapy professional issue of interest or concern. Students will apply unobtrusive research methods to investigate their chosen topic. Students develop an extensive knowledge of their chosen topic and critically analyse the implications of their findings in terms of theory, policy and contemporary health care practice. Students will synthesise their findings into a scholarly research project report and present their findings at a professional-level capstone student conference.

This unit provides occupational therapy students with the opportunity to select from, and undertake advanced study in, a range of occupational therapy clinical specialty areas. Several streams will run concurrently in this unit representing key clinical areas of specialisation in occupational therapy. Students will be able to focus their study, by selecting a combination of clinical specialty streams. Streams will cover relevant clinical content, examining the unique occupational therapy contribution in each specialty area.

This unit aims to prepare the student as a competent entry-level practitioner in paediatric physiotherapy. It focuses on understanding the changes which occur from infancy to maturity and the impact of congenital or acquired conditions, or lifestyle diseases causing dysfunction. Clinical and ethical reasoning and family-centred practice are both stressed. The approach will also emphasise the role of physiotherapy within inter-professional teams to prepare for different work settings (acute care, rehabilitation and/or community). The unit integrates prior learning from previous years (especially units related to neurology, musculoskeletal, cardiopulmonary physiotherapy and exercise rehabilitation).

This unit focuses on the role of physiotherapy in chronic disease management. A case-based learning approach will be undertaken to provide students with the theory, research and practice which underpins the assessment and treatment of people with chronic disease. The role of lifestyle factors in the development of chronic disease will be explored, along with health promotion and preventative strategies. The importance of client-centred care, which respects culture and diversity, and the multidisciplinary team approach will also be investigated in the context of frequently occurring chronic conditions.

This unit is the major clinical placement unit in the 4th year of the program. Students will participate in clinical activities in public and private sector placements. The unit builds on previous clinical and academic knowledge to further develop students' clinical reasoning skills encouraging appropriate selection of assessment techniques to diagnose, treat and provide optimal health outcomes. Students under supervision will manage foot and lower limb pathologies across the scope of practice including treating diverse patient cohorts and complex cases (including the high risk foot) transitioning towards a competent graduate entry podiatrist.

This unit will introduce students to clinical and theoretical foundations of biomechanical alignment, trauma, psychological and behavioural factors leading to pain and restricted function of the foot and lower extremity affecting daily living activities. Particular focus will be placed on the mechanics, diagnosis and treatment options of problems experienced in paediatrics and sports in normal daily activities or the sporting arena. This integration will enhance the previously taught assessment and diagnostic techniques in the development of appropriate management and treatment programs of the lower extremity in different populations.

This unit is the third of four clinical practice units. Building on previous clinical units and academic knowledge the unit develops student assessment skills encouraging the student to make the appropriate selection of assessment techniques to diagnose, treat and provide short and long term health outcomes. Students will continue to participate in clinical activities under supervision to manage foot pathologies with increased scope to evaluate and manage more complex cases ( i.e. surgery, paediatrics, high risk foot). Clinical activities include UniClinic sessions, Clinical Therapies, Tutorials, and External Clinical Placement.

This unit is the final of four clinical podiatric practice units. The unit builds on student clinical reasoning encouraging the student to make the appropriate selection of assessment techniques to diagnose and manage a spectrum of foot and lower limb pathology. Students under supervision will consolidate skills managing diverse patient cohorts and complex cases (including surgery, paediatrics, sports injury and the high risk foot) transitioning towards a competent graduate entry podiatrist. Clinical activities include UniClinic sessions, Clinical Therapies, Clinical tutorials, and Specialist Clinical Activity.

This unit will introduce students to the principles of professional development and appropriate requirements to function as a registered podiatrist. As podiatrists may work as a primary provider, as part of a multidisciplinary team, in the public or private health care setting, they require extensive knowledge of many aspects of the management of a practice or business. During seminars, students will be introduced to a number of principles specific to professional, ethical and legal issues associated with working as a podiatrist, and practice and workplace administrative policies and procedures.

The unit builds on fundamentals of pathophysiology and podiatry specific units to understand and manage the impact of systemic disease on foot health. The unit specifically investigates pathology associated with the 'high risk foot' including lower extremity manifestations associated with vascular, endocrine, neurological pathology and immunosuppression. This unit aims to develop comprehensive, coherent and connected knowledge to assist making informed decisions and contribute to sustainable change and improvements in health care for people with systemic disease, with particularly emphasis on diabetes and wound management.

The unit focuses on disability across the lifespan, assistive technology, multi-modal communication methods and Alternative & Augmentative Communication (AAC) systems. The scope covers aided and unaided AAC systems with intentional communication and assessment and intervention methods for people with complex communication needs and those who use AAC.

This clinical unit will operationalise the knowledge and skills developed in the first three years of speech pathology study to provide appropriate and holistic care for paediatric clients. Students will undertake supervised clinical practice to assess and treat paediatric clients. Clinical experience placements may be in speech pathology units in hospital, community health, school or on-campus settings. Professional competencies addressed in this unit include communication, documentation, reflection and professional and ethical behaviour. In addition, students will develop skills in client assessment, interpretation of findings and education.

This clinical unit will operationalise the knowledge and skills developed in the first three years of speech pathology study to provide appropriate and holistic care for paediatric clients. Students will undertake supervised clinical practice to assess and treat paediatric clients. Clinical experience placements may be in speech pathology units in hospital, community health, school or on-campus settings. Professional competencies addressed in this unit include communication, documentation, reflection and professional and ethical behaviour. In addition, students will develop skills in client assessment, interpretation of findings and education.

The unit focuses on complex cases arising in speech pathology, multi-modal communication methods and acquired disabilities and application of Alternative & Augmentative Communication (AAC) systems. Assessment and intervention methods for people with complex communication needs and those who use AAC are considered in detail. The scope includes acquired disabilities and various genetic conditions such as cleft palate and other craniofacial anomalies.

Covering a range of ethical and professional issues for speech pathologists, the Professional Issues unit includes recent professional developments in speech pathology relevant to entry level practitioners, ethical and medico-legal issues, registration as a speech pathologist, communication and working with others (including interprofessional issues), safety, continuing education, workload control strategies, duty of care responsibilities, quality improvement processes (including critical reflection), employment strategies and career pathways.

The unit focuses on complex cases and contexts arising in speech pathology and innovative approaches to service delivery and workforce responsivity. Students will have the opportunity to design and develop solutions to novel and authentic clinical and service scenarios, integrating professional knowledge, skills and experiences. This unit will encourage students to consolidate clinical reasoning and reflection skills to a sophisticated level and engage creativity and innovation to solve contemporaneous problems in Speech Pathology practice.

This third clinical practice unit will operationalise the knowledge and skills developed in the first three years of speech pathology study, to provide appropriate and holistic care for individuals, families and communities. Students will undertake 32 days of supervised clinical practice in diverse speech pathology contexts including, but not limited to hospitals, community health, school, private practice, not for profit, disability or on-campus settings. Professional competencies addressed in this unit include communication, documentation, reflection and professional and ethical behaviour. In addition, students will develop skills in client assessment, interpretation of findings, planning and implementation of speech pathology services, education, advocacy and advice. Students will be working at an approaching/near entry level of professional competency during this clinical unit.

This fourth clinical practice unit will operationalise the knowledge and skills developed during four years of speech pathology study, to provide appropriate and holistic care for individuals, families and communities. Students will undertake 32 days of supervised clinical practice in diverse speech pathology contexts including, but not limited to hospitals, community health, school, private practice, not for profit, disability or on-campus settings. Professional competencies addressed in this unit include communication, documentation, reflection and professional and ethical behaviour. In addition, students will consolidate and extend their skills in client assessment, interpretation of findings, planning and implementation of speech pathology services, education, advocacy and advice. Students will be working at an entry level of professional competency during this clinical unit.

This unit will address contemporary professional issues relevant to entry-level and future speech pathology practice, Students will integrate knowledge and skills from the year 3 and 4 academic and clinical units to generate evidence-based and ethically sound approaches to managing complex and contemporary professional issues. Students will critically reflect on their roles and responsibilities as future professional practitioners, leaders and advocates for the speech pathology profession. Students will engage in career planning and develop strategies to facilitate their transition to professional practice and fulfilling the roles and responsibilities expected of new graduate speech pathologists.

This unit commences the significant research component of the student's honours degree. Students will work on their specific research project in conjunction with their supervisor, engaging in the early stages of the research process related to critical review of the literature, designing their project, considering ethical dimensions of their study, and collecting data. The emphasis of this unit is on the application of research knowledge gained in other units to the practical conduct of the individual honours project.

In this unit students will complete the significant research component of their honours study. They will build upon the skills and knowledge of research, evidence-based practice and scholarly enquiry gained in units completed earlier in the program. The emphasis of this unit is the completion of a supervised honours research project. Each student will work individually with their supervisor to complete the stages of data collection and data analysis and will write their results into a format suitable for submission for examination. Students will also present their final at a student conference that is at professional conference level.

This is a 20 credit point year-long subject taken over two terms (10 credit points in each term). In this subject students will complete the significant research component of their honours study as a year-long subject of study (offered as 1H and 2H sessions). They will build upon the skills and knowledge of research, evidence-based practice and scholarly enquiry gained in subjects completed earlier in the program. The emphasis of this subject is the completion of a supervised honours research project. Each student will work individually with their supervisor to complete the stages of data collection and data analysis and will write their results into a format suitable for submission for examination.

In 2013 this unit replaced by 400914 - Occupational Therapy Practice 4. This unit will allow students to consolidate academic knowledge and clinical skills in preparation for becoming a competent beginning practitioner. Students will be expected to actively participate in assessment, analysis, goal setting, treatment/programme planning and occupational therapy intervention under the supervision of an occupational therapist.

This unit will allow students to consolidate academic knowledge and practice skills in preparation for becoming a competent beginning practitioner. Students will be expected to actively participate in assessment, analysis, goal setting, intervention and evaluation under the supervision of an occupational therapist. Students will complete practice hours in accordance with World Federation of Occupational Therapy accreditation guidelines. Career development workshops will be conducted to prepare students for entry into the profession of occupational therapy. In addition, honours students will examine their role as beginning practitioner researchers during their placement and the role of research in underpinning clinical decisions.

From 2018 students should take 401108 Complex Cases and Professional Issues. In this unit, students will further develop their clinical reasoning with respect to clients with complex presentations. A framework will be presented, which synthesises complex information such as the theory, research and skills in musculoskeletal, cardiorespiratory and neurological physiotherapy across the lifespan, and theories related to professionalism, ethics, safety and communication. This framework will be applied to the area of Intensive Care, where students will develop further knowledge and skills in specific cardiorespiratory techniques such as manual hyperinflation and suctioning. This unit also contains the discussion of a range of recent professional developments in physiotherapy, which are relevant to entry level practitioners. These include registration as a physiotherapist, continuing education, workload control strategies, duty of care responsibilities and quality improvement processes (including critical reflection), employment strategies and career pathways.

From 2018 students should take 401109 Integrating Research into Physiotherapy Practice. In this unit, students will further develop their evidence based practice skills and knowledge by applying it in practice settings. This will involve applying the academic knowledge and skills from three prior evidence based practice and research units by synthesising it with their clinical experience and skills. Students will be allocated a topic area from which they will identify a clinical "problem" or health-related issue. Students will then plan and design a robust research project to answer this question. Students will be expected to reflect on the barriers and facilitators of evidence-based practice, and develop strategies and interventions to be used to facilitate the implementation of evidence in practice by clients and health care practitioners. This unit also involves students developing leadership and educator skills by facilitating and participating in a journal club.

This is the first unit to introduce Master's entry students to some basic theoretical and practical components related to podiatric practice with an emphasis on clinical competencies in patient communication and management that will be reinforced in the one week clinical placement in either a private practice or public sector setting. In addition, a clinical component will introduce students to skills required to treat basic skin conditions and evaluate the functional anatomy, gait and cursory examination as well as communication skills which are necessary components for the Podiatric Practice clinical units. Furthermore, general clinical treatment techniques will be covered such as chair side devices, strapping and removable pads to more complex skills such as the manufacture of non-cast orthotic devices will be covered.

This unit introduces the scope of physiotherapy practice in Australia and around the world as well as ethical and professional behaviours and communication skills required by physiotherapists. Students will develop skills in conducting simple subjective and objective examinations of posture, range of movement, muscle strength and length and providing gait rehabilitation. These knowledge and skills will be applied to the physiotherapy management of clients with acute neurological disorders. physiotherapy contexts. Neurological competencies addressed in this unit include introductory skills in neurological physiotherapy assessment, interpretation and prioritisation of findings along with the selection and implementation and evaluation of appropriate treatment strategies.

This unit critically examines practice in the community with a focus on social inclusion and occupational justice. Life perspectives of people experiencing occupational injustice are explored. Current and historical ideologies which underpin global and national legislation and policies on human rights are examined. The promotion of occupational participation through occupational therapy practice is outlined. This unit challenges popular myths and stereotypes of people with disabilities. Issues such as de-institutionalisation, duty of care, dignity of risk, choice-making, rights and negligence are critiqued against legal, ethical and personal perspectives. This unit assists students to develop critical thinking and reflection skills for practice.

This unit will allow students to consolidate academic knowledge and practice skills in preparation for becoming a competent beginning practitioner. Students will be expected to actively participate in assessment, analysis, goal setting, intervention and evaluation under the supervision of an occupational therapist. Students will complete practice hours in accordance with World Federation of Occupational Therapy accreditation guidelines while undertaking the second of two final year clinical placements. Students will also gain knowledge and skills in relation to career planning, professional networking and workforce entry.

From 2018 students in course code 4712 - Bachelor of Occupational Therapy (Honours) should take 401161 - Occupational Therapy Practice 4 (Honours). This unit will allow students to consolidate academic knowledge and practice skills in preparation for becoming a competent beginning practitioner. Students will be expected to actively participate in assessment, analysis, goal setting, intervention and evaluation under the supervision of an occupational therapist. Students will complete practice hours in accordance with World Federation of Occupational Therapy accreditation guidelines. Career development workshops will be conducted to prepare students for entry into the profession of occupational therapy. In addition, honours students will examine their role as beginning practitioner researchers during their placement and the role of research in underpinning clinical decisions.

This unit will facilitate the transition from student to occupational therapy practitioner. This unit will allow students to consolidate academic knowledge and practice skills in preparation for becoming a competent beginning practitioner. Students will be expected to actively participate in assessment, analysis, goal setting, intervention and evaluation under the supervision of an occupational therapist. Students will complete practice hours in accordance with World Federation of Occupational Therapy accreditation guidelines while undertaking the first of two final year clinical placements.

The aim of this unit is for students to critically apply their knowledge of professional theory, practice, research and evaluation skills to the investigation of an occupational therapy professional issue of interest or concern. Students will apply unobtrusive research methods to investigate their chosen topic. Students develop an extensive knowledge of their chosen topic and critically analyse the implications of their findings in terms of theory, policy and contemporary health care practice. Students will synthesise their findings into a scholarly research project report and present their findings at a professional-level capstone student conference.

This unit provides occupational therapy students with the opportunity to select from, and undertake advanced study in, a range of occupational therapy clinical specialty areas. Several streams will run concurrently in this unit representing key clinical areas of specialisation in occupational therapy. Students will be able to focus their study, by selecting a combination of clinical specialty streams. Streams will cover relevant clinical content, examining the unique occupational therapy contribution in each specialty area.

This unit introduces master's entry students to the theory and practice of occupational therapy. Students will explore the unique contribution of occupational therapists in the health care setting, apply theoretical and philosophical principles underpinning the profession to client groups, and learn analytical skills to examine the relationship between a person, their environment and their participation in daily occupations. The occupational therapy problem solving process will be briefly introduced. In addition, students will study clinical and professional competencies related to practice as a health professional. Finally, the above knowledge and skills will be applied during supervised fieldwork experience.

From 2018 students should take 401106 - Paediatric Physiotherapy. This unit aims to prepare the student as a competent entry-level practitioner in paediatric physiotherapy. It focuses on understanding the changes which occur from infancy to maturity and the impact of congenital or acquired conditions, or lifestyle diseases causing dysfunction. Clinical and ethical reasoning and family-centred practice are both stressed. The approach will also emphasise the role of physiotherapy within inter-professional teams to prepare for different work settings (acute care, rehabilitation and/or community). The unit integrates prior learning from previous years (especially units related to neurology musculoskeletal and cardiopulmonary physiotherapy and exercise rehabilitation).

From 2018 students should take 401107 - Physiotherapy for Chronic Illness and Disease. This unit focuses on the role of physiotherapy in chronic disease management. A case-based learning approach will be undertaken to provide students with the theory, research and practice which underpins the assessment and treatment of people with chronic disease. The role of lifestyle factors in the development of chronic disease will be explored, along with health promotion and preventative strategies. The importance of client-centred care, which respects culture and diversity, and the multidisciplinary team approach will also be investigated in the context of frequently occurring chronic conditions.

Evidence Based Research (EBR) can inform excellence in clinical practice in order to best meet the needs of our clients and patients. How we choose and use this research is critical, as is the way that we understand ourselves to be a researcher, beyond our practitioner identity. If you are seeking to translate benchtop research (basic laboratory approaches) into applied research practice, and if you are transitioning towards a new identity as a clinician-researcher, this is the unit for you. Our applied research focus considers broad applications relevant to the creative arts therapies, verbal therapies, allied and other health professions, by looking at research processes which ultimately improve practice in the 'real world'.