MOT AND MPT REHB8101 2020

C OLLEGE OF N URSING AND H EALTH S CIENCES

I NTERPROFESSIONAL P RACTICE

T OPIC INFORMATION

C ONTENTS
T OPIC OUTLINE 2
T OPIC INFORMATION 3
R EADINGS AND R ESOURCES 4
A SSESSMENT INFORMATION 6
W EEK BY W EEK O UTL INE 8

A PPENDIX :
PROFESSIONAL STAND ARDS (OT) 11
P ROFESSIONAL STAND ARDS (PT) 14

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T OPIC OUTLINE
REHB8101: Interprofessional Practice

Value of topic: 4.5 units

Offered in semester 1, 2020
Awards serviced by this topic
Master of Physiotherapy
Master of Occupational Therapy

Topic Co-ordinators
Jill Garner

Jill Garner ([email protected])

Rm: W 408, Level 4, West Wing
Sturt Campus, Flinders University
Phone: (08) 7221 8291

Teaching Team
Jill Garner (PT)
Ellice Willcourt (OT)
Tracey Radford (PT)
Jess Ciccarello (OT)
Tirritpa Ritchie (OT, to be confirmed)
Robyn Gill (PT)

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INFORMATION ABOUT THIS TOPIC
This is a core topic in the Interprofessional Practice stream in the Master of
Physiotherapy and Master of Occupational Therapy. Health Care Services require a
flexible workforce that can work and learn together in a culture that is committed to
mutual respect and delivering care that meets high public expectations within an
interprofessional context. Contemporary health care professionals need skills and
knowledge to be able to collaborate and communicate effectively with each other, other
support networks, clients and their families. This is essential for the provision of client
centred, high quality health care.

TOPIC DESCRIPTION

This topic will enable students to gain an understanding of the core aspects of teamwork
and collaborative practice across a range of settings including rural and remote practice
and culturally safe practice.
There will be a key focus on understanding the role of the health care professional, and
the importance of inter-professional team work.

AIM
The aim of this topic is to build on previously knowledge around interprofessional team
work using applied examples from a range of clinical practice settings from country to
city.
Interprofessional competencies will be introduced and applied. Culturally safe practice
will be examined particularly in the context of interacting with Indigenous Australians.

LEARNING OUTCOMES
At the completion of this topic students will be able to:

1. Describe the benefits and challenges of interprofessional practice and teamwork

in health care in relation to client-centred case scenarios.
2. Reflect on the application of concepts of collaborative practice in a variety of
settings, with a particular focus on rural and remote practice.
3. Describe the relevant demographic, political, societal and epidemiological factors
related to rural and remote health. Commented [SM1]: No longer relevant

4. Describe and apply culturally safe practice particularly in reference to working

with Indigenous Australians.
5. Apply theories related to health behaviour change within case scenarios. Commented [SM2]: n/a

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READINGS AND RESOURCES

Willis, E., Reynolds, L., & Keleher, H. (Eds.). (2016). Understanding the Australian health
care system. Elsevier Health Sciences.
Reznik, J., Keren, O., Morris, J., & Biran, I. (Eds.). (2016). Pharmacology Handbook for
Physiotherapists. Elsevier Health Sciences.
Birks, M., Chapman, Y. B., & Davis, J. (2015). Professional and Therapeutic
Communication. Oxford University Press
Team work/Interprofessional practice
Braithwaite J, Westbrook M, Nugus P et al (2013) Continuing differences between health
professions attitudes: the saga of accomplishing systems wide interprofessionalism.
International Journal for Quality in Health Care; 25 (1): 8-15.
Cott C (2008) Client-centred rehabilitation: what is it, and how do we do it?
Physiotherapy 94: 89-90.
Hammick, M., Freeth, D., Koppel, I., Reeves, S. & Barr, H. (2007) A best evidence
systematic review of interprofessional education: BEME Guide no. 9, Medical
Teacher, 29:8, 735-751, DOI: 10.1080/01421590701682576
Interprofessional Education Collaborative. (2016). Core competencies for
interprofessional collaborative practice: 2016 update. Washington, DC:
Interprofessional Education Collaborative.
https://aamcmeded.global.ssl.fastly.net/production/media/filer_public/70/9f/709fedd7-
3c53-492c-b9f0-b13715d11cb6/core_competencies_for_collaborative_practice.pdf
O’Leary KJ et al (2012) Interdisciplinary teamwork in hospitals: a review and practical
recommendations for improvement. Journal of Hospital Medicine; 7: 48-54.
O’Keefe, M. Henderson, A & Chick, R (2017) Defining a set of common interprofessional
learning competencies for health profession students, Medical Teacher,39:5, 463-
468, DOI: 10.1080/0142159X.2017.1300246
https://doi.org/10.1080/0142159X.2017.1300246
Reeves, S., Zwarenstein, M., Goldman, J., Barr,H., Freeth, D., Koppel, I. & Hammick,
M. (2010). The effectiveness of interprofessional education: Key findings from a new
systematic review, Journal of Interprofessional Care, 24:3, 230-
241, DOI: 10.3109/13561820903163405
World Health Organisation. 2010. Framework for action on interprofessional education
and collaborative practice. Available from:
http://www.who.int/hrh/resources/framework_action/en/

Reflective practice
https://www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/gibbs-reflective-cycle
Mann, K., Gordon, J., & MacLeod, A. (2009). Reflection and reflective practice in health
professions education: a systematic review. Advances in health sciences
education, 14(4), 595.

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Larkin, H., & Pepin, G., (2013). Becoming a reflective practitioner. In: K. Stagnitti., A.
Schoo., & D. Welch, D. (Eds.), Clinical and fieldwork placement in the health
professions (2nd ed. pp. 31-42.). South Melbourne, Australia: Oxford University Press

Rural health
Cass, A., Lowell, A., Christie, M., Snelling, P. L., Flack, M., Marrnganyin, B., & Brown, I.
(2002). Sharing the true stories: improving communication between Aboriginal
patients and healthcare workers. Medical Journal Australia, 176(10), 466-470.

De Angelis, C., Bunker, S., & Schoo, A. (2008). Exploring the barriers and enablers to
attendance at rural cardiac rehabilitation programs. Australian Journal of Rural
Health, 16(3), 137-142. doi: 10.1111/j.1440-1584.2008.00963.x
Department of Health, S. A. (2008). Strategy for planning Country Health services in SA
(pp. 61): Department of Health, South Australia.

Lawn, S., & Schoo, A. (2010). Supporting self-management of chronic health conditions:
Common approaches. Patient Education and Counseling, 80(2), 205-211. doi:
http://dx.doi.org/10.1016/j.pec.2009.10.006.

Liaw, S., & Kilpatrick, L. (2008). A textbook of Australian rural health. Canberra: Australian
Rural Health Education Network.Online at:
http://www.arhen.org.au/links/publications.html
Global perspective on interprofessional learning:
https://www.caipe.org/about-us

UK perspective on client centred care:

https://health.org.uk/newsletter/quick-guide-person-centred-care

Information on patient centred care and clinical handover

https://www2.health.vic.gov.au/hospitals-and-health-services/patient-care/older-
people/resources/clinical-handover

International and national perspective on the Teamstepps approach

https://www.ahrq.gov/teamstepps/about-teamstepps/index.html

Summary of the SA trial of Teamstepps approach

https://www.safetyandquality.gov.au/our-work/clinical-communications/clinical-
handover/national-clinical-handover-initiative-pilot-program/teamstepps/
Australian occupational therapy competency standards
https://www.occupationaltherapyboard.gov.au/codes-guidelines/competencies.aspx

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INFORMATION ABOUT ASSESSMENT
Assessment Task Methods Relationship to topic
(contribution to topic learning outcomes
grade)
Written Assignment Reflective assignment 1,2,4
Parts 1 & 2 Part 1
60% Focus on clinical setting: Clinical
simulation
Graded Word limit: 2000 words
HD, DN, CR, P and F Due: 10am on Monday 13th April
40%
Total 3000 words Part 2
Focus on Cultural Responsiveness
and Safety
Word limit: maximum 1000words
Due:10am on Monday 25th May
20%

Team Presentation Team Presentation 1,2,3,4, 5

40% 10 minutes for presentation and 5
mins for questions

Thursday 4th June 2-5pm. It is an

Graded
expectation that everyone stays for
HD, DN, CR, P and F the full 3 hours.
40%

Further detailed information about the assessment pieces will be provided via FLO.

ASSIGNMENT SUBMISSION

All assignments are to be submitted by the due date via FLO (Flinders Learning Online). All
assignments for this topic are to be submitted in a word version.

To submit an assignment via FLO:

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1. Make sure your assignment has your name, topic code, name of assignment and word
count on the first page.

2. Locate the assignment link in your FLO topic and click it.

3. Assignment details will appear.

4. Click on ‘Upload files’

5. Click on ‘Add’

6. Locate your assignment file

7. Click ‘Upload this file’

8. Click ‘Confirm’

9. Place a tick in the student declaration (academic integrity statement)

10. Click ‘Submit’

11. Click ‘Confirm’

12. Once uploaded, you will be notified that the upload was successful.

It is the student’s responsibility to know how to use the FLO assignment submission
facility, problems submitting is not a valid reason for a late submission.

If you require help, contact the FLO helpdesk directly: FLO Student Help Desk,
call 8201 5378 or 1800 200 292, email [email protected], or visit level 1 of the
Central Library. These supports are available until 9pm weekdays.

EXTENSIONS

Requests for extensions will only be considered via the extension request tab on FLO.
Requests need to be made typically at least 2 days prior to the due date. Extension requests
will typically be accompanied by a medical certificate and/or other appropriate
documentation that explains in full detail reasons why the request is made, how long the
extension request is for and includes a clear indication of when the assignment will be
submitted

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WEEK BY WEEK TIMETABLE

Topic Week Lecture (1hr) 2pm-3pm Tutorials (2hrs) 3pm-5pm

& date
Week 1 Introduction to topic: Inter- Working in an Interprofessional
2 March professional skills and Team & Assessment 1
capacities required for Introduction
Sp Wk 10 contemporary practice Tute 1: Tracey 3-5
Jill HLTH_1.23
Room: FMC_4E303 Tute 2: Ellice 3-5
FMC_5E132
Tute 3: Jill 3-5
HSLTC_3.06-3.07
Tute 4: Jess 3- 5
HSLTC_3.08-3.09

9th March
No Class -Public Holiday – Adelaide Cup
Sp Wk 11
Week 2 Core IPP Competencies and Reflective Practice
16th March Reflective Practice Tute 1: Tracey 3-5
Sp Wk 12 Examples of describing vs HLTH_1.23
reflective as a teaching tool Tute 2: Ellice 3-5
Jill and Ellice FMC_5E132
Tute 3: Jill 3-5
Room: FMC_4E303 HSLTC_3.06-3.07
Tute 4: Jess 3- 5
HSLTC_3.08-3.09

Week 3 Preparation Tutorial – Clinical Simulation 1

Lecture Recording Ellice and Tracey groups 1-5 at Vita
23 March Please watch TeamStepps (Repatriation General Hospital site)
Sp Wk 13 1 recorded video before See Flo for Time Schedule
the clinical simulation.
Jill and Jess groups 1-5 in HLTH_1.04
See FLO for Time Schedule
Week 4 Preparation Tutorial – Clinical Simulation 2
Lecture Recording All tutorial groups 1-5pm at Vita
30 March Please watch (Repatriation General Hospital site)
Sp Wk 14 TeamStepps 2 recorded See FLO for Time Schedule

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 video before the clinical
simulation.
6 April
No Class – OT Students on Placement
Sp Wk 15
13 April
No Class-Mid Semester Break
Sp Wk 16
Week 5 Lecture (3hrs) 1pm-4pm
Week 5 1pm-2pm - Introduction to case studies for team presentations
20 April Jill
Sp Wk 17 2pm-4pm - Health Behaviour Change
Ellice
FMC_5E305_Lecture Theatre 3
Weeks 6-8 Seminar (2hr sessions) Please note you are in different
groups for these seminars
Week 6 Cultural responsiveness 1
27 April Group 1: Monday 10am – 12pm FMC_5E132
Sp Wk 18 Group 2: Monday 1pm-3pm STN_N220A
Group 3: Monday 3pm – 5pm STN_N220A
Week 7 Cultural responsiveness 2
4 May Group 1: Monday 10am – 12pm FMC_5E132
Sp Wk 19 Group 2: Monday 1pm-3pm STN_N220A
Group 3: Monday 3pm – 5pm STN_N220A
Week 8 Cultural responsiveness 3
11 May Group 1: Monday 10am – 12pm FMC_5E132
Sp Wk 20 Group 2: Monday 1pm-3pm STN_N220A
Group 3: Monday 3pm – 5pm STN_N220A
Week 9 Seminar (2hrs) 2pm – 4pm
IPP Practice in Rural Health Settings-
18 May Rural Health Panel discussion
Sp Wk 21 Robyn Gill, Country Health SA Clinical Educator

HSLTC_1.01_Lecture Theatre
Week 10 Tutorial (2hrs) 3pm-5pm
Team presentation preparation
25 May Tute 1: Tracey 3-5
Sp Wk 22 HLTH_1.23
Tute 2: Ellice 3-5
FMC_5E132

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 Tute 3: Jill 3-5
HSLTC_3.06-3.07
Tute 4: Jess 3- 5
HSLTC_3.08-3.09
Week 11 Presentations (2hrs) (1pm-3pm or 3pm-5pm)
Thursday
Team presentations
4th June Tracey’s tute group: 3-5
Sp Wk 23 HLTH_1.09_Lecture Theatre
Ellice’s tute group: 3-5
FMC_5E132_Seminar Room
Jill’s tute group: 1-3
HLTH_1.09_Lecture Theatre
Jess’s tute group: 1-3
FMC_5E132_Seminar Room

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Appendix A
AUSTRALIAN OCCUPATIONAL THERAPY COMPETENCY STANDARDS (AOTCS)
2018
mapped against REHB8101 Topic Learning Outcomes
Competency Standard Topic
Mapped against topic: REHB8101 Learning
Outcome
Standard 1: Professionalism
An occupational therapist practises in an ethical, safe, lawful and accountable
manner, supporting client health and wellbeing through occupation and
consideration of the person and their environment.
An occupational therapist:
1. complies with the Occupational Therapy Board of Australia’s standards,
guidelines and Code of conduct
2. adheres to legislation relevant to practice
3. maintains professional boundaries in all client and professional relationships 2,4
4. recognises and manages conflicts of interest in all client and professional 1,2
relationships
5. practises in a culturally responsive and culturally safe manner, with particular 4
respect to culturally diverse client groups
6. incorporates and responds to historical, political, cultural, societal, 4
environmental and economic factors influencing health, wellbeing and
occupations of Aboriginal and Torres Strait Islander Peoples
7. collaborates and consults ethically and responsibly for effective client-centred 1,2,5
and interprofessional practice
8. adheres to all work health and safety, and quality requirements for practice
9. identifies and manages the influence of her/his values and culture on practice 4
10. practises within limits of her/his own level of competence and expertise
11. maintains professional competence and adapts to change in practice contexts 3
12. identifies and uses relevant professional and operational support and 2
supervision
13. manages resources, time and workload accountably and effectively 1,2,5
14. recognises and manages her/his own physical and mental health for safe, 1,2,3
professional practice
15. addresses issues of occupational justice in practice
16. contributes to education and professional practice development of peers and 1
students
17. recognises and manages any inherent power imbalance in relationships with 4
clients.
Standard 2: Knowledge and learning

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An occupational therapist’s knowledge, skills and behaviours in practice are
informed by relevant and contemporary theory, practice knowledge and evidence,
and are maintained and developed by ongoing professional development and
learning.
An occupational therapist:
1. applies current and evidence-informed knowledge of occupational therapy 1,2,5
and other appropriate and relevant theory in practice
2. applies theory and frameworks of occupation to professional practice and
decision-making
3. identifies and applies best available evidence in professional practice and 1
decision-making
4. understands and responds to Aboriginal and Torres Strait Islander health 4
philosophies, leadership, research and practices
5. maintains current knowledge for cultural responsiveness to all groups in the 4
practice setting
6. maintains and improves currency of knowledge, skills and new evidence for 1
practice by adhering to the requirements for continuing professional
development
7. implements a specific learning and development plan when moving to a new
area of practice or returning to practice
8. reflects on practice to inform current and future reasoning and decision-
making and the integration of theory and evidence into practice
9. maintains knowledge of relevant resources and technologies 2,3
10. maintains digital literacy for practice. 2,3
Standard 3: Occupational therapy process and practice
An occupational therapist’s practice acknowledges the relationship between
health, wellbeing and human occupation, and their practice is client-centred for
individuals, groups, communities and populations.
An occupational therapist:
1. addresses occupational performance and participation of clients, identifying
the enablers and barriers to engagement
2. performs appropriate information gathering and assessment when identifying 1,2
a client’s status and functioning, strengths, occupational performance and
goals
3. collaborates with the client and relevant others to determine the priorities 1
and occupational therapy goals
4. develops a plan with the client and relevant others to meet identified 1
occupational therapy goal
5. selects and implements culturally responsive and safe practice strategies to 4
suit the occupational therapy goals and environment of the client
6. seeks to understand and incorporate Aboriginal and Torres Strait Islander 4
Peoples’ experiences of health, wellbeing and occupations encompassing
cultural connections

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7. reflects on practice to inform and communicate professional reasoning and 1,2
decision-making
8. identifies and uses practice guidelines and protocols suitable to the practice
setting or work environment
9. implements an effective and accountable process for delegation, referral and 1,2
handover
10. reviews, evaluates and modifies plans, goals and interventions with the client 1,2
and relevant others to enhance or achieve client outcomes
11. evaluates client and service outcomes to inform future practice 1,2
12. uses effective collaborative, multidisciplinary and interprofessional 1,2
approaches for decision-making and planning
13. uses appropriate assistive technology, devices and/or environmental
modifications to achieve client occupational performance outcomes
14. contributes to quality improvement and service development.

Standard 4: Communication
Occupational therapists practise with open, responsive and appropriate
communication to maximise the occupational performance and engagement of
clients and relevant others.
An occupational therapist:
1. communicates openly, respectfully and effectively 1,2
2. adapts written, verbal and non-verbal communication appropriate to the 4
client and practice context
3. works ethically with Aboriginal and Torres Strait Islander communities and 4
organisations to understand and incorporate relevant cultural protocols
and communication strategies, with the aim of working to support self-
governance in communities
4. uses culturally responsive, safe and relevant communication tools and 4
strategies
5. complies with legal and procedural requirements for the responsible and 1
accurate documentation, sharing and storage of professional information
and records of practice
6. maintains contemporaneous, accurate and complete records of practice
7. obtains informed consent for practice and information-sharing from the client
or legal guardian
8. maintains collaborative professional relationships with clients, health 1,2
professionals and relevant others
9. uses effective communication skills to initiate and end relationships with 1,2
clients and relevant others
10. seeks and responds to feedback, modifying communication and/or practice 1
accordingly
11. identifies and articulates the rationale for practice to clients and relevant 1,2
others

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Appendix B
PHYSIOTHERAPY PRACTICE THRESHOLDS IN
AUSTRALIA 2015
mapped against REHB8101 Topic Learning Outcomes

Competency Standard Topic

Mapped against topic: REHB8101 Learning
Outcome
Role 1: Physiotherapy practitioner
As practitioners, physiotherapists integrate the other roles in the
Physiotherapy practice thresholds with this central role in their practice
context by working in partnership with individuals and populations to
optimise their function and quality of life, promote health and
implement strategies informed by best available research evidence to
prevent and minimise impairments, activity limitations and participation
restrictions including those associated with complex, acute and chronic
conditions
1.1 plan and implement an efficient, effective, culturally responsive and client- 1,4
centred physiotherapy assessment
1.2 involve the client and relevant others in the planning and implementation of 1,2
safe and effective physiotherapy, using evidence-based practice to inform
decision-making
1.3 review the continuation of physiotherapy and facilitate the client’s optimal 1,2
participation in their everyday life
1.4 advocate for clients and their rights to health care 4,5
Role 2: Professional and ethical practitioner
As professional and ethical practitioners, physiotherapists are committed
to standards of behaviour that comply with their legal, professional and
ethical obligations, and managing their physical and mental health
2.1 comply with legal, professional, ethical and other relevant standards, codes 1,2,3
and guidelines
2.2 make and act on informed and appropriate decisions about acceptable 2,4,5
professional and ethical behaviours
2.3 recognise the need for, and implement, appropriate strategies to manage 1,2,4,5
their physical and mental health and resilience
Role 3: Communicator
As communicators, physiotherapists use written, verbal and non-verbal
methods to effectively and respectfully communicate with clients,
family/whānau, other professionals, communities and relevant others
and facilitate gathering and sharing of information as appropriate for the
situation or context.

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3.1 use clear, accurate, sensitive and effective communication to support the 1,2,4
development of trust and rapport in professional relationships with the client
and relevant others
3.2 record and effectively communicate physiotherapy assessment findings, 1
outcomes and decisions
3.3 deal effectively with actual and potential conflict in a proactive, professional 1,2
and constructive manner
Role 4: Reflective practitioner and self – directed learner
As reflective practitioners and self-directed learners, physiotherapists
access best available research evidence to inform their practice and
engage in critical reflection and relevant learning to maintain and
enhance their professional competence and quality of their practice
throughout their career.
4.1 assess their practice against relevant professional benchmarks and take 2
action to continually improve their practice
4.2 evaluate their learning needs, engage in relevant continuing professional
development and recognise when to seek professional support, including peer
review
4.3 efficiently consume and effectively apply research and commit to practice 1,2,4,5
informed by best available research evidence and new knowledge
4.4 proactively apply principles of quality improvement and risk management to 1
practice
4.5 recognise situations that are outside their scope of expertise or competence
and take appropriate and timely action
Role: 5 Collaborative practitioner
As collaborative practitioners, physiotherapists work in partnership with
clients, relevant health professionals and relevant others to share
decision-making and support achievement of agreed goals through
inclusive, collaborative and consultative approaches within legal, ethical
and professional frameworks.
5.1 engage in an inclusive, collaborative, consultative, culturally responsive and 1,2,4,5
client centred model of practice
a. engage in safe, effective and collaborative interprofessional practice 1,2
Role 6: Educator
As educators, physiotherapists apply learning principles and strategies
relevant to the practice context to facilitate learning by other
professionals, students, clients, relevant others, funders and/or insurers,
communities and governments.
6.1 use education to empower themselves and others 1
6.2 seek opportunities to lead the education of others, including physiotherapy 1
students, as appropriate, within the physiotherapy setting
Role 7: Manager and Leader

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As managers and leaders, physiotherapists manage their time, workload,
resources and priorities and lead others effectively within relevant
clinical and professional frameworks.
7.1 organise and prioritise their workload and resources to provide safe,
effective and efficient physiotherapy autonomously and, where relevant, as a
team member
7.2 lead others effectively and efficiently within relevant professional, ethical
and legal frameworks

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