Unit Outline

This unit is the second of three interprofessional units in the program, and builds on knowledge and skills related to client-centred care, client safety and quality, and interprofessional collaborative practice. You will develop the necessary knowledge, skills, and professional attributes to communicate and collaborate effectively in complex and/or challenging situations or in response to diversity. Principles of ethical, evidence-based, and reflective practice, as well as other shared practice frameworks, are applied to professional practice across the lifespan. Principles of coaching, behaviour change, self-management, and education are introduced and applied in response to case scenarios. Contemporary funding sources and service delivery models are explored, analysing the impacts of current government policies on allied health professional practice.

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 complex and/or challenging situations or in response to diversity.
2.	Apply principles of ethical and evidence-based practice in allied health professional practice across the lifespan.
3.	Apply clinical reasoning, reflection, and practice frameworks, including the International Classification of Functioning, Disability and Health, that are shared by allied health professionals with a lifespan focus.
4.	Identify the need for advocacy and/or innovation in allied health practice environments in response to governmental policy and funding models, inequity, and the needs of vulnerable and disadvantaged individuals and/or communities.

Alterations as a result of student feedback

As a result of student feedback we have planned to embed more practical and case-based opportunities for interprofessional collaboration into this unit. Adjustments have also been made to the WIL experience and scheduling of webinars to ensure clear alignment with unit learning outcomes and the opportunity to showcase WIL learnings and recommendations at the end of semester.

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:	Self-Assessment of Professional Development	Refer to Assessment Description	20 %	LO2, LO3
Assessment Task 2:	Coaching Role Play	Refer to Assessment Description	30 %	LO1, LO3
Assessment Task 3:	Interprofessional Collaboration Workbook	Refer to Assessment Description	50 %	LO1, LO2, LO3, LO4

Assessment details

Assessment Task 1: Self-Assessment of Professional Development

Task Description:

The change in human populations, lifespan, and environmental factors across the globe has contributed to dementia being identified as one of the public health issues of the 21st century.

You are required to undertake the Understanding Dementia Massive Online Open Course (MOOC) as a self-directed professional development activity that complements and aligns with the MyLO content.

This MOOC is divided into three modules:

• The Brain
• The Diseases
• The Person

On completion of the three modules you are required to upload the certificate of completion to your Professional Portfolio and a 500 word self-assessment and critical reflection on the professional development experience and how new knowledge can shape current and future reasoning across the acute to public health continuum, decision-making and communication with clients.

The critical reflection is the marked component of this assessment and will demonstrate completion of the MOOC.

Task Length:

Understanding Dementia MOOC

Due Date:

Refer to Assessment Description

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Upload the Understanding Dementia MOOC certificate of completion to the Professional Portfolio	LO2
2	Critically reflect on the Understanding Dementia MOOC and the role of similar professional development opportunities in supporting lifelong learning.	LO3

Assessment Task 2: Coaching Role Play

Task Description:

This assessment task requires students to apply their knowledge and understanding of processes inherent in coaching within a videoed role play situation with a peer. The assessment is designed to assess application of the knowledge and the communication skills that underpin effective coaching and/or behaviour change.

Task Length:

500 words (written reflection), 10 minute video

Due Date:

Refer to Assessment Description

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Demonstrate use of coaching skills and processes that are responsive to the client/parent, and relevant to the goals and stage of intervention.	LO1
2	Communicate in a manner that supports learning of the client/parent.	LO1
3	Critically reflect on use of coaching skills and future learning goals.	LO1, LO3

Assessment Task 3: Interprofessional Collaboration Workbook

Task Description:

In this unit you will complete an Interprofessional Work Integrated Learning (WIL) Experience . The Interprofessional Collaboration Workbook assessment task is attached to the experience and will be completed in two parts. Part A involves working in small interprofessional groups (3-4 students), while Part B is an individual component.

In part A you will work with your interprofessional group to engage with an individual service user and their supporters to integrate different perspectives on service delivery and health outcomes. Working in groups you will:

4) Interview a service user and at least one other stakeholder (e.g. carer, family member) to analyse and integrate perspectives on an individual’s life participation and aspects of service delivery, such as opportunities for choice and control. You will also analyse contextual factors, including the impacts of funding streams and government policy on service delivery and health outcomes.
5) Information gathered through the interviews will be synthesised and profiled onto the WHO ICF to complete a holistic functional profile to help identify available resources and unmet support needs.
6) Prioritising one area of support, you will complete an EBP Brief or Critically Appraised Topic to locate and appraise the best available evidence. Your critical appraisal will result in a clinical bottom line or solution that considers client and contextual factors, as well as the best available evidence.

In Part B you will work individually to create a Plain English resource that responds to the identified support need and clinical bottom line. The resource will be created for the service-user and their supporters, with guiding material. For example, this could be a decision-making aid.

Task Length:

2000 words

Due Date:

Refer to Assessment Description

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Use communication and collaborative practice capabilities to gather and integrate diverse perspectives from service users and their supporters to identify opportunities for service enhancement.	LO1
2	Analyse the impacts of government policy and funding streams on service delivery in relation to an individual case.	LO4
3	Construct a holistic functional profile of an individual service user using the ICF framework to identify areas of strength as well as unmet support needs	LO2, LO4
4	Identify and appraise available evidence related to a prioritised area of support need to inform a recommendation for practice.	LO2, LO3, LO4
5	Design a creative and well-structured Plain English resource with guiding material that responds to the unmet support need or opportunity for advocacy and service enhancement.	LO2, LO3, LO4

How your final result is determined

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

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.