Lifespan Health

This subject has the following teaching availabilities in 2015:

170 hours

Students will need to allow for self-directed learning (SDL)

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

This subject covers the principles and approaches to management in specific areas of practice across the lifespan (paediatric, women's and men's health and aged care). Theory on the development of motor skills from infancy to adulthood and its preservation through to end of life will be covered. The influence of pathology on the physical, social and emotional health and the role of the physiotherapist within the framework of contemporary theories of health maintenance through the lifespan will be explored.

The curriculum for the DPT program has been designed around 8 Learning Outcomes under 3 elements.

Element 1: Physiotherapy Theory and Practice

• Integrate prior knowledge from core streams of clinical practice (musculoskeletal, neurosciences and cardiorespiratory) to provide a framework for physiotherapeutic management across the lifespan.
• Compare and contrast the physiology and the pathology of common conditions that may occur during development and ageing
• Synthesize a range of contemporary theories and clinical approaches to the physiotherapeutic assessment and management of conditions through the lifespan associated with paediatrics, women’s and men’s health and aged care.
• Identify key physical and psychosocial stages of development through the lifespan

Element 2: Research and Evidence

• Compare relevant evidence that underpins theories and models of physiotherapy assessment and practice for conditions across the life span and gender.
• Identify gaps in the literature and research that informs these areas of physiotherapy practice

Element 3: Healthcare in Context

• Use theories on cultural competence to critique strategies commonly used to gather assessment data from clients and/or their carers during healthcare interactions.
• Contrast the common activity limitations and participation restrictions idetnified for different demographic groups and how best to gather this informtion form clients/carers with healthcare needs across the lifespan

1000 word group assignment (wiki 1) based on one of the three topics: Aged care, paediatrics or women's health - week 7 (30%)

1500 individual assignment based on a different topic to wiki 1 - week 12 (30%)

2 hour written examination - end of semester (40%)

This subject is not available as a breadth subject.

On completion of this subject, students will have had the opportunity to develop the skills associated with:

• Understanding normal life processes including conception, development birth, ageing and death
• Constructing knowledge based on the aetiology, pathology, symptoms and signs, natural history and prognosis of important physical illness in all stages of life
• Communicating knowledge of the interactions between humans and their social and physical environment