Unit Outline

This unit introduces students to an interprofessional framework and foundational concepts related to joining a regulated profession and that are shared across allied health disciplines. Within the interprofessional framework, allied health students develop an understanding of the professional contexts in which they practice and the role and responsibilities of their own and other professions when providing integrated services. With a focus on developing the attributes of professionalism and becoming a safe and ethical allied health practitioner, the regulatory, ethical and legal frameworks underpinning professional practice are examined within the context of the ever-changing health environments. Students will explore their own career planning with focus on how they will take responsibility for developing as active and engaged lifelong learners who maintain critical thinking and self-reflective capabilities for client-centred, safe, quality and interprofessional collaborative practice, as well as continually developing as resilient, confident, and autonomous practitioners.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1.	Communicate and collaborate effectively in teams to achieve respectful partnerships across disciplines and assist future provision of client-centred, safe, and high-quality services.
2.	Analyse health practice scenarios using principles of ethical, rights-based, and evidence-based practice and a biopsychosocial approach in allied health professional practice.
3.	Analyse own professional capabilities using reflection to create a learning plan for allied health professional practice.
4.	Apply the principles of culturally responsive practice to respond to culturally diverse populations.
5.	Identify the components and processes to ensure safe and quality services, including risk assessment and clinical governance frameworks.

Alterations as a result of student feedback

Students requested more detail and support in the development of their portfolio, and for this to be provided earlier in the semester. Students will work through establishing their portfolio in a workshop in orientation week with staff rather than in week 3. We also identified that a number of students who were new to the University of Tasmania and unfamiliar with our online learning platform would benefit from extra support to navigate this feature. A workshop to do this in real time with staff is also included in orientation week. Technical challenges with the online learning platform have been addressed by the educational technologists and academic staff working together.

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Interprofessional Communication and Ethical Reasoning	See the MyLO site for the due date	30 %	LO1, LO2, LO3, LO4
Assessment Task 2:	Intersectionality and Cultural Safety	Refer to Assessment Description	10 %	LO4
Assessment Task 3:	Professional Portfolio	Refer to Assessment Description	20 %	LO1, LO2, LO3, LO4, LO5
Assessment Task 4:	Case Scenario	Refer to Assessment Description	40 %	LO1, LO2, LO4, LO5

Assessment details

Assessment Task 1: Interprofessional Communication and Ethical Reasoning

Task Description:

Interprofessional Communication and Ethical Reasoning
Part 1. Group video
This task provides you the opportunity to work interprofessionally to respond to ethical issues that you may experience as an allied health professional.
In small groups (3-4 students) you will be assigned a clinical scenario (available on MyLO) describing an interprofessional interaction involving an ethical dilemma. You will consider your profession’s Code of Ethics to identify the nature of the ethical issue (e.g. the values, principles or standards involved). You will then record a 10-minute video roleplaying the interaction between the interprofessional team exploring the nature of the ethical dilemma, demonstrating your decision-making process to negotiate a resolution (this may be a recording of an online meeting).

Part 2. Individual reflection
Watch at least one of the other group videos discussing a different scenario. This should be a different scenario than the one that your team presented on. Write a reflection comparing the ethical decision-making process of the different groups, their application of the Code of Ethics, and the communication skills used to complete the group task and to negotiate an outcome.

Task Length:

Part 1 – 10 minute video (group); Part 2 - 500 word written reflection (individual)

Due Date:

See the MyLO site for the due date

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Actively contribute to the group task and use your teamwork and communication skills to consider how the dilemma could best be resolved.	LO1, LO2, LO3
2	Describe and analyse the ethical considerations raised in the scenario referring to your Code of Ethics.	LO1, LO2
3	Describe the resolution to the ethical dilemma and justify it with reference to the values and principles in your Code of Ethics.	LO2, LO4
4	Use reflective practice to analyse and describe the ethical decision-making process, and the collaborative group processes and communication skills that were required.	LO1, LO2, LO3

Assessment Task 2: Intersectionality and Cultural Safety

Task Description:

In this task you will respond to a series of four multichoice questions related to the following topic areas:
• Intersectionality
• Culturally Safe Health Care Practices
• Managing Bias
• Advocacy for non-biased treatment
approaches

Task Length:

20 multi-choice questions

Due Date:

Refer to Assessment Description

Weight:

10 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Identify the principles of intersectionality	LO4
2	Describe features of culturally safe health care practice	LO4
3	List strategies for managing bias in health care approaches	LO4
4	Explain how advocacy for non-biased treatment will occur	LO4

Assessment Task 3: Professional Portfolio

Task Description:

Assessment Task 1 Professional Portfolio
The assessment task requires you to create a digital professional portfolio that you will maintain over the full duration of your course. The portfolio should align with your profession’s practice standards, reflect your individuality and professionalism, and provide insight into your personal and professional development as you transition to becoming an allied health professional.

The cover page of your professional portfolio should include a succinct and compelling statement that captures your professional identity.

Your portfolio should curate, organise, and showcase reflections, learnings, and achievements that demonstrate your reflective practice and critical appraisal of your developing knowledge, skills, and attributes in relation to your professional practice standards.

Your portfolio should include your learning and self-care plans. The learning plan will identify:
• A minimum of three or maximum of five learning needs you will need to develop for meeting your career aspirations.
• One measurable outcome for each learning need.
• At least three educational activities you will need to undertake for each measurable outcome to meet your learning goal and its defined outcome.

Sections of the portfolio should include:
• My Professional Identity and Values
• My Reflections In and On Practice
• My Competency Development and Achievement
• My Learning Plan
• My Self Care Plan

Task Length:

A word limit does not apply

Due Date:

Refer to Assessment Description

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Create an individualised professional portfolio that reflects your individuality and professionalism, and the professional standards of your chosen discipline.	LO1
2	State professional identity aspirations.	LO1
3	Curate and present a range of reflections, learnings, and achievements that demonstrate reflective practice and critical appraisal of your developing knowledge, skills, and attributes in relation to your professional practice standards.	LO1, LO2, LO3, LO4, LO5
4	Use self-reflection to identify learning needs and present them in a structured context to inform your professional development.	LO3

Assessment Task 4: Case Scenario

Task Description:

You are required to apply a biopsychosocial, person-centred approach and principles of evidence-based practice to ensure safe and quality services. You will analyse a clinical scenario and a proposal for a specific intervention. You will then complete a series of tasks:
1) Analyse the case data and profile onto the ICF
2) Complete a risk matrix and Ishikawa diagram for this situation to identify the likelihood and consequence of risks
3) Identify the areas for intervention to address support needs and priorities for action using the hierarchy of controls to address any safety risks
4) Appraise the evidence for your proposed intervention
5) Describe how and why the interprofessional team could be involved to meet the support needs of the client and manage risk, and
6) Evaluate how the proposed intervention would ensure client-centred, safe and quality service provision.

Task Length:

2000 words

Due Date:

Refer to Assessment Description

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Demonstrate a biopsychosocial, person-centred, culturally responsive approach.	LO2, LO4
2	Identify the areas for intervention and analyse the safety risks.	LO2, LO5
3	Appraise the level evidence for an intervention.	LO2
4	Demonstrate understanding of interprofessional team roles and scope in managing client safety.	LO1, LO5
5	Evaluate processes that ensure safe and quality service provision.	LO5

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.