Course Title: Assist with the development and maintenance of client functional status
Part B: Course Detail
Teaching Period: Term1 2022
Course Code: OHTH5913C
Course Title: Assist with the development and maintenance of client functional status
Important Information:
Please note that this course may have compulsory in-person attendance requirements for some teaching activities.
To participate in any RMIT course in-person activities or assessment, you will need to comply with RMIT vaccination requirements which are applicable during the duration of the course. This RMIT requirement includes being vaccinated against COVID-19 or holding a valid medical exemption.
Please read this RMIT Enrolment Procedure as it has important information regarding COVID vaccination and your study at RMIT: https://policies.rmit.edu.au/document/view.php?id=209.
Please read the Student website for additional requirements of in-person attendance: https://www.rmit.edu.au/covid/coming-to-campus
Please check your Canvas course shell closer to when the course starts to see if this course requires mandatory in-person attendance. The delivery method of the course might have to change quickly in response to changes in the local state/national directive regarding in-person course attendance.
This unit is delivered and assessed as the occupational therapy cluster with the course OHTH5914C Support the fitting of assistive equipment.
School: 535T Social Care and Health
Campus: City Campus
Program: C4367 - Certificate IV in Allied Health Assistance
Course Contact: Jade Cusworth
Course Contact Phone: +61 3 9925 8382
Course Contact Email: jade.cusworth@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Teaching staff
Jo Ciantar
Jaye Keating
Jo Pearce
Course Co-ordinator
Jade Cusworth
03 9925 8382
Nominal Hours: 90
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
There are no pre-requisites and co-requisites for this course.
Course Description
This unit describes the skills and knowledge required to support clients to participate in
developmental activities that will enhance or maintain functional status.
This unit applies to allied health assistants and should be performed under the direction and
supervision (direct, indirect or remote) of an allied health professional
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
HLTAHA010 Assist with the development and maintenance of client functional status |
Element: |
1. Plan to deliver a daily living skills program based on identified goals |
Performance Criteria: |
1.1 Obtain information about the daily living skills program from an allied health professional 1.2 Consult allied health professional about the daily living skills program requirements and desired client outcomes 1.3 Use screening and data collection tools to gather information on functional status and performance to feedback to allied health professional in line with role 1.4 Identify program requirements outside scope of role and responsibilities as defined by the organisation and discuss with allied health professional 1.5 Identify and confirm impact of the program's contribution to the client's overall care plan 1.6 Determine client availability according to organisation protocols 1.7 Identify cultural and spiritual issues that might have an impact on client's maintenance of daily living function 1.8 Identify and plan for any risk and safety issues that may impact on the client's ability to participate in program |
Element: |
2. Assist with developing daily living skill and maintenance program based on identified goals |
Performance Criteria: |
5.1 Seek assistance when client presents with needs or signs outside limits of own authority, skills and/or knowledge 5.2 Report client difficulties to the supervising allied health professional for advice before continuing the program 5.3 Participate in supervision processes with the treating allied health professional in accordance with organisational protocol |
Element: |
3. Deliver daily living skill development and maintenance program |
Performance Criteria: |
6.1 Clean equipment and materials according to manufacturers requirements 6.2 Store equipment and materials according to manufacturers requirements and organisation protocols 6.3 Report equipment faults to appropriate person |
Element: |
4. Assist with evaluating daily living skill development and maintenance program |
Performance Criteria: |
4.1 Assist allied health professional to work with client to review progress 4.2 Work with professional and client to determine methods of evaluating the effectiveness of activities and methods 4.3 Under direction of an occupational therapist, adapt the environment and activity to maximise functional independence |
Element: |
5. Comply with supervisory requirements |
Performance Criteria: |
7.1 Use accepted protocols to document information relating to the program in line with organisation requirements 7.2 Provide regular feedback to the client's care team 7.3 Use appropriate terminology to document symptomatic expression of identified problems related to the program |
Element: |
6. Clean and store equipment and materials |
Performance Criteria: |
2.1 Assist professional to work with client and carers to identify current skills and abilities and how these can be built upon to participate more meaningfully in the client's environment(s) 2.2 Assist professional to work with client and carers to identify their needs and priorities in terms of specific skill development and maintenance 2.3 Identify skills that need to be developed that are outside scope of role and responsibilities as defined by the organisation and refer to the allied health professional 2.4 Assist allied health professional to work with the client and carers to develop goals that will enable work at the client's own pace to acquire and retain skills for daily living 2.5 Support the client and carers to identify methods that will build upon their strengths when developing, and retaining daily living skills |
Element: |
7. Document client information |
Performance Criteria: |
3.1 Gather the equipment and materials to deliver the daily living program, in line with client needs, specifications of the allied health professional and legislative and organisation guidelines 3.2 Check safety and efficiency of any equipment and materials 3.3 Support client to carry out activities in ways that promote safety, involvement and confidence, and adhere to the cultural and spiritual beliefs and preference of the client 3.4 Provide support according to principles and practices of active support, in a manner that is respectful of the client and provides encouragement and motivation to optimise client interest and involvement 3.5 Set up the environment to optimise client interest, participation and involvement 3.6 Identify and respond appropriately to any risk to clients or others and report accordingly 3.7 Provide reinforcement and constructive feedback to client and carers about involvement in activities 3.8 Recognise when client becomes distressed, in pain or communicates their desire to slow down, change activity or stop and follow stepping down procedures outlined in treatment plan or organisational guidelines 3.9 Seek advice if safety issues arise |
Learning Outcomes
Details of Learning Activities
A combination of activities will support learning in this course, such as:
• Face to face and online classes to cover theoretical and practical concepts for each topic in the course
• You will learn to apply your skills and knowledge to work integrated learning (WIL), during simulations and classroom based learning
• Observations of performance in the workplace and industry placement or simulated environment will be a valuable part of your learning experience
• Tutorial activities (individually and in teams) to discuss, debate, critique and consolidate your ideas and extend your understanding around key concepts within specific topics
• Online discussion and activities support you to collaborate with other students in your course and debate and debate and discuss ideas
• Self directed study time to enhance and strengthen your knowledge and understanding of theoretical concepts
• To further facilitate learning, you are strongly encouraged to use a range of communication tools with your teacher and fellow students by using the online learning platform
Teaching Schedule
Assist with an Allied Health Program – Weekly Class Schedule Semester 1 and 2, 2022
Please note that it is expected that you will complete the self – directed learning prior to tutorials where indicated.
|
Week
|
Week Beginning |
Session # |
Session Content: |
Assessments |
Mode of Delivery |
1 |
7 – Feb
|
Session 1: 9:30 – 12:30 (3 HRS)
Session 2: 13:30 – 16:30 (3 HRS) |
On campus – Face to Face Introduction to course Introduction to Occupational Therapy AHA Role in Improving Client Function |
|
On Campus – Face to Face |
2 |
14 – Feb
|
Session 1: 9:30 – 12:30 (3 HRS) 10:30 – 12:30
Session 2: 13:30 – 16:30 (3 HRS) 13:30 – 15:30 |
Self-directed Learning: PowerPoint: Allied Health Assistants Practice Online Tutorial: Main points Of AHA Practice
Self-directed learning: Client Function and Rehabilitation Online Tutorial: Main Points: Client Function and Rehab AT 1 Review and equipment allocated |
|
Online – collaborate ultra |
3 |
21 - Feb
|
Session 1: 9:30 – 10:30 (3 HRS) 10:30 – 12:30
Session 2: 13:30 – 16:30 (3 HRS) 13:30 – 15:30 |
Self-directed learning: OT and Human Development/Assistive Devices Online Tutorial: OT and Human Development Online Tutorial: Assistive Devices Assessment task 3 requirements Handout “Teach a Skill” |
|
Online – collaborate ultra |
|
4
|
28 - Feb
|
Session 1: 9:30 – 12:30 (3 HRS)
Session 2: 13:30 – 16:30 (3 HRS)
|
Group A & B only Fitting of Assistive Devices – Practical session Fitting of Assistive Devices – Practical session |
|
On Campus – Face to Face |
4 |
28 - Feb
|
Session 1: 9:30 – 12:30 (3 HRS)
10:30 – 12:30 Session 2: 13:30 – 16:30 (3 HRS) 13:30 – 15:30 |
Group C & D only Activity Analysis/Assessment and Outcome Measures power point presentations Online Tutorial: Activity Analysis
Online Tutorial: Assessment and Outcome Measures
|
|
Online – collaborate ultra |
5 |
7- Mar
|
Session 1: 9:30 – 12:30 (3 HRS)
Session 2: 13:30 – 16:30 (3 HRS)
|
Group C & D only Fitting of Assistive Devices – Practical session Fitting of Assistive Devices – Practical session |
|
On Campus – Face to Face |
|
5
|
7- Mar
|
Session 1: 9:30 – 12:30 (3 HRS)
10:30 – 12:30 Session 2: 13:30 – 16:30 (3 HRS) 13:30 – 15:30 |
Group A & B only Activity Analysis/Assessment and Outcome Measures power point presentations Online Tutorial: Activity Analysis
Online Tutorial: Assessment and Outcome Measures
|
|
Online – collaborate ultra |
6 |
14 - Mar |
Session 1: 9:30 – 12:30 (3 HRS) 10:30 – 12:30
Session 2: 13:30 – 16:30 (3 HRS) 13:30 – 15:30 |
Self-directed Learning: PowerPoint: Goal Setting and therapeutic rapport/Orthopaedic conditions and OT OnlineTutorial: Goal Setting and therapeutic rapport
Online Tutorial: Orthopaedic Conditions and OT Handout “Teach a Skill”
|
|
Online – collaborate ultra |
7 |
21 - Mar |
Session 1: 9.30 – 12.30 (3 HRS)
10:30 – 12:30
Session 2: 13:30 – 16:30 (3 HRS) 13:30 – 15:30 |
Self-directed learning: Neurology – Stroke Presentation
Online Tutorial: Neuro ADL & Upper Limb Part 1
Online Tutorial: Neuro ADL & Upper Limb Part 2 Work on Assessment Task 1
|
|
Online – collaborate ultra |
|
8
|
28 - Mar |
Session 1: 9:30 – 12:30
Session 2: 13:30 – 16:30 |
Group A & B only Manual Handling and Assessment Task 3 Review: Practical session (wear comfortable clothes)
Manual Handling and Assessment Task 3 Review: Practical session (wear comfortable clothes)
|
AT1 Equipment Project Due Friday 1st April
Share PowerPoint slide onto discussion board
|
On campus – Face to Face |
8 |
28 - Mar
|
Session 1: 9:30 – 10:30 (3 HRS) 10:30 – 12:30
Session 2: 13:30 – 16:30 (3 HRS)
13:30 – 15:30 |
Group C & D only Self-directed learning: Body Mechanics/Energy Conservation power point presentations Online Tutorial: Body Mechanics/Energy conservation
Self-directed learning: Mental Health power point presentation Online Tutorial: Mental Health
|
AT1 Equipment Project Due Friday 1st April
Share PowerPoint slide onto discussion board
|
Online – collaborate ultra |
|
9
|
4 - Apr
|
Session 1: 9:30 – 12:30
Session 2: 13:30 – 16:30 |
Group C & D only Manual Handling and Assessment Task 3 Review: Practical session (wear comfortable clothes)
Manual Handling and Assessment Task 3 Review: Practical session (wear comfortable clothes)
|
|
On campus – Face to Face |
9 |
4 - Apr
|
Session 1: 9:30 – 10:30 (3 HRS) 10:30 – 12:30
Session 2: 13:30 – 16:30 (3 HRS)
13:30 – 15:30 |
Group A & B only Self-directed learning: Body Mechanics/Energy Conservation power point presentations Online Tutorial: Body Mechanics/Energy conservation
Self-directed learning: Mental Health power point presentation Online Tutorial: Mental Health
|
|
Online – collaborate ultra |
10 |
11 - Apr
|
|
Mid semester break 14- 20 April |
|
|
|
10
|
21 – Apr
|
Session 1: 9:30 -12:30 (3HRS) 10:30 – 12:30 Session 2: 13:30 – 16:30 (3 HRS) 13:30 – 15:30 |
Self-directed learning: Neurology – Traumatic Brain Injury (TBI) Online Tutorial: Traumatic Brain Injury (TBI) Self-directed learning: Neurology – Spinal Cord Injury (SCI)/Spinal precautions Online Tutorial: Spinal Cord Injury (SCI)
|
|
Online – collaborate ultra |
11 |
25 - Apr |
Session 1: 9:30 – 12:30
Session 2: 1:30 – 4:30 |
Group A & B only Assessment Task 3: Practical Assessment
Assessment Task 3: Practical Assessment
|
Compulsory in class assessment on allocated day
|
On campus – Face to Face |
12 |
2 - May |
Session 1: 9:30 – 12:30
Session 2: 1:30 – 4:30 |
Group C & D only Assessment Task 3: Practical Assessment
Assessment Task 3: Practical Assessment
|
Compulsory in class assessment on allocated day
|
On campus – Face to Face |
|
13
|
9 - May |
Session 1: 9:30 -10:30 (3 HRS) 10:30 – 12:30 Session 2: 13:30 – 16:30 (3 HRS)
13:30 – 15:30 |
Self-directed learning: Home Assessments Presentation Online Tutorial: Home Assessments
Self - directed learning: Falls Prevention and Documentation Presentation Online Tutorial: Falls Prevention and Documentation
|
|
Online – collaborate ultra |
14 |
16 - May
|
Session 1: 9:30 – 10:30 (3 HRS) 10:30 – 12:30
Session 2: 13:30 – 16:30 (3 HRS) 13:30 – 15:30 |
Self-directed learning: Splinting/Pressure care PowerPoint Presentations Online tutorial: Splinting/Pressure Care
Online Tutorial: Review of Assessment Task 2 – Client Function
|
|
Online – collaborate ultra |
|
15
|
23 - May
|
Session 1: 9:30-10:30 (3 HRS) 10:30 – 12:30
Session 2: 13:30 – 16:30 (3 HRS) 13:30 – 15:30
|
Self-directed learning: PowerPoint Cardiac and Respiratory Conditions Online Tutorial: Cardiac conditions
Online Tutorial: Respiratory conditions |
AT 2: Written Assessment Due: Friday 27th May |
Online – collaborate ultra |
16 |
30 - May
|
Session 1: 9:30 – 12:30 (3 HRS)
Session 2: 13:30 – 16:30 (3 HRS) 13:30 – 15:30
|
PaediatricsGuest Speaker - TBC Online Tutorial: Review of Assessment Task 4
|
|
Online – collaborate ultra |
|
17
|
6 - Jun
|
Session 1: 9:30 – 12:30 (3 HRS) 10:30 – 12:30
Session 2: 13:30 – 16:00 (3 HRS) |
Practical re-assessment/ re-submission
Practical re-assessment/ re-submission |
AT4: Written online quiz Available on Monday 30th May Due: Friday 10th June
|
On campus – Face to Face
(As required) |
18 |
13 – Jun Last week
|
Session 2: 9:30 – 12:30
Session 2: 13:30 – 16:30
|
Practical re-assessment/ re-submission
Practical re-assessment/ re-submission |
|
On campus – Face to Face
(As required) |
|
20 Jun – 3 July |
|
Semester Break |
|
|
|
|
Please Note: While all course content in this schedule will be covered, the weekly order may change depending on class needs and availability of speakers and resources.
Learning Resources
Prescribed Texts
References
Other Resources
Resources for this course are provided in Canvas with further resources available from the RMIT library (https://www.rmit.edu.au/library)
The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:
The Learning Lab
https://www.rmit.edu.au/students/study-support/learning-lab
The Study Support Hub
https://www.rmit.edu.au/students/study-support/study-support-hub
English for uni workshops
https://www.rmit.edu.au/students/study-support/workshops/english-uni-workshops
Overview of Assessment
You must demonstrate Performance and Knowledge Evidence of the unit in order to be deemed competent.
Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks.
Assessment Task 1: Oral Presentation and report
Assessment Task 2: Client Function assignment
Assessment Task 3: Practical Assessment
Assessment Task 4: Knowledge Assessment
Assessment Task 5: Clinical Placement
Assessment Tasks
You should refer to the assessment brief which is available through Canvas for full assessment criteria and due dates
Assessment Task 1: Written Assessment - Equipment - Due week 8
Assessment Task 2: Written Assessment - Client Function - Due week 15
Assessment Task 3: Practical Assessment - Teach an ADL - Due week 12
Assessment Task 4: Online Written Assessment - Due week 17
Assessment Task 5: Clinical Placement log book - Due on completion of clinical placement
Students enrolled in Vocational Education and Training qualifications are assessed for Competency. To be assessed as Competent means you have consistently demonstrated the required knowledge and skills at a standard expected in the workplace.
To be assessed as Competent in this course, you will need to complete each assessment task to a satisfactory standard. You will receive feedback from the teacher at the conclusion of each assessment task.
Results that apply to courses that are delivered and assessed in accordance with competency-based assessment are:
CA: Competency Achieved
NYC: Not Yet Competent
DNS: Did not Submit for Assessment
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency. These mapping documents are available through Program Administration if required.
Other Information
Attendance:
Your learning experience will involve class-based teaching, discussion, demonstration and practical exercises
It is strongly advised that you attend all timetabled sessions. This will allow you to engage in the required learning activities, ensuring you the maximum opportunity to complete this course successfully.
Information about your studies:
You can access My Studies through the RMIT website for information about timetables, important dates, assessment dates, results and progress, Canvas etc.
https://www.rmit.edu.au/students
Important information regarding Assessment Tasks:
Each individual assessment may only be resubmitted once.
Resubmissions are not automatic and will only be approved at the discretion of the Program Coordinator, after consultation with the teacher.
All students will be contacted with 7 days by their course coordinator in regards to resubmission completion dates.
Please note an opportunity to repeat clinical placement is not guaranteed and will be at the discretion of the Clinical Coordinator/Program Manager.
EXTENSION OR SPECIAL CONSIDERATION
If due to illness or other unforeseen circumstance, you are unable to attend on the due date of an assessment (e.g. test, examination, oral, etc.) OR you do attend, but your performance has been affected, you may submit an APPLICATION FOR SPECIAL CONSIDERATION within 5 working days of the due date. If Special Consideration is granted, you will be given the opportunity to complete/repeat the assessment task at a later date. For advice on this application please visit www.rmit.edu.au/students/specialconsideration (http://www.rmit.edu.au/students/specialconsideration) or speak to your Program Coordinator.
If due to illness or other unforeseen circumstance, you are unable to submit by the due date (e.g. assignment, report, project etc.) you may submit an APPLICATION FOR EXTENSION OF TIME FOR SUBMISSION OF ASSESSABLE WORK for an extension of time of up to seven (7) calendar days or less. This must be lodged with the Program Coordinator 1 working day before the original due date. If granted, you will have the opportunity to submit up to 7 days later than the original due date. For advice on this application please visit www.rmit.edu.au/students/assessment/extension (http://www.rmit.edu.au/students/assessment/extension) or speak to your Program Coordinator.
Where an extension of greater than seven days is needed, you must apply for SPECIAL CONSIDERATION. If you require further information please contact your teacher or Program Coordinator.
Academic Integrity and Plagiarism
RMIT has a strict policy on plagiarism and academic integrity. Please refer to https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/academic-integrity (https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/academic-integrity) Course Overview: Access Course Overview (http://www1.rmit.edu.au/courses/C4367051433
Credit Transfer and Recognition of Prior Learning:
Credit transfer is the recognition of previously completed formal learning (an officially accredited qualification).
Recognition of Prior Learning (RPL) is an assessment process that allows you to demonstrate competence using the skills you have gained through experience in the workplace, voluntary work, informal or formal training or other life experiences.
Please speak to your teacher if you wish to discuss applying for Credit Transfer or RPL for the unit(s) of competency addressed in this course.
https://www.rmit.edu.au/students/student-essentials/enrolment/apply-for-credit
Course Overview: Access Course Overview