Course Title: Assist with basic foot hygiene

Part B: Course Detail

Teaching Period: Term2 2018

Course Code: NURS5363C

Course Title: Assist with basic foot hygiene

School: 174T School of VE Engineering, Health & Science

Campus: City Campus

Program: C4367 - Certificate IV in Allied Health Assistance

Course Contact: Veemita Kaul

Course Contact Phone: +61 3 9925 4662

Course Contact Email: veemita.kaul@rmit.edu.au

Name and Contact Details of All Other Relevant Staff

Suhair Shahwan

suhair.shahwan@rmit.edu.au

 

Nominal Hours: 60

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

Not applicable

Course Description

This unit describes the skills and knowledge required to assist with basic foot hygiene under the direction of a podiatrist, including skin and nail care and applying dressings, padding and cushioning.
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:	HLTAHA006 Assist with basic foot hygiene
Element:	1. Prepare for basic foot hygiene
Performance Criteria:	1.1 Interpret and respond to client podiatry care plan and occasion of care requirements as prescribed by supervising podiatrist 1.2 Determine client availability according to organisation protocols 1.3 Gather necessary equipment 1.4 Undertake steps to meet infection control requirements 1.5 Prepare for basic foot hygiene to comply with legislation, regulatory and organisation/practice requirements
Element:	2. Perform basic foot hygiene
Performance Criteria:	2.1 Explain to the client the purpose, rationale and requirements of the foot hygiene session 2.2 Determine the client's understanding of the purpose, rationale and requirements of each part of the foot hygiene session 2.3 Identify any condition indicating the client is at high risk that requires podiatrist attention 2.4 Assist client in and out of any shoes, socks and/or hosiery 2.5 Position the client prior to foot hygiene session to reduce risk to provider and client 2.6 Implement necessary infection control measures 2.7 Perform basic foot hygiene according to the directions of the podiatrist and using appropriate infection control precautions, especially in relation to air borne particles 2.8 Apply appropriate dressings to any skin breaks which might result from treatment 2.9 Provide feedback that reinforces the podiatrist's advice 2.10 Identify and manage client compliance issues 2.11 Work with client to determine and plan any follow up requirements and dates 2.12 Seek assistance when client presents with needs or signs outside limits of own authority 2.13 Report client difficulties to the supervising podiatrist
Element:	3. Apply padding and cushioning as prescribed by the supervising podiatrist
Performance Criteria:	3.1 Explain to the client the purpose and rationale of the dressing, padding or cushioning 3.2 Determine the client's understanding of the purpose and rationale of the dressing, padding or cushioning 3.3 Correctly position the client 3.4 Implement necessary infection control measures, including disposal of used padding and cushioning according to infection control protocols 3.5 Apply padding and cushioning according to directions of podiatrist 3.6 Provide feedback that reinforces the podiatrist's advice 3.7 Identify and manage client compliance issues 3.8 Work with client to determine and plan any follow up requirements and dates 3.9 Seek assistance when client presents with needs or signs outside limits of own authority 3.10 Report client difficulties to the supervising podiatrist
Element:	4. Comply with supervisory requirements
Performance Criteria:	4.1 Provide podiatry assistance according to the instruction of treating podiatrist 4.2 Provide client progress feedback to the treating podiatrist 4.3 Report client difficulties and concerns to the treating podiatrist 4.4 Implement variations to the podiatry care according to the advice of the treating podiatrist
Element:	5. Clean and store equipment
Performance Criteria:	5.1 Collect, handle, manage and dispose of biological waste material according to organisation guidelines and infection control requirements 5.2 Prepare equipment for sterilisation according to manufacturer and organisation requirements 5.3 Store equipment according to manufacturers requirements and organisation protocols 5.4 Report equipment faults to appropriate person
Element:	6. Document client information
Performance Criteria:	6.1 Document occasion of basic foot hygiene according to organisation requirements 6.2 Document referral to supervising podiatrist 6.3 Use appropriate terminology to document symptomatic expression of identified problems

Learning Outcomes

At the completion of this unit, you should be able to demonstrate the following learning outcomes-

1. Prepare for basic foot hygiene
2. Perform basic foot hygiene
3. Apply padding and cushioning as prescribed by the supervising podiatrist
4. Comply with supervisory requirements
5. Clean and store equipment
6. Document client information

Details of Learning Activities

All class learning materials, notes and other key learning resources can be accessed via myRMIT at www.rmit.edu.au/learninghub
(http://www.rmit.edu.au/learninghub).
A combination of activities will support student’s learning in this course, such as:
• Face-to-face &/or online lectures to cover theoretical and practical concepts for each topic in the course
• Students will learn to apply their skills and knowledge to work integrated learning (WIL) in the student & clinical practice environment,
during simulations and classroom based learning
• Work experience &/or placements observation of performance in the workplace 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
• Utilise and develop critical research and cognitive skills to find credible sources of health information
• Self-directed study time (eg. readings or activities around theory) to enhance and strengthen your knowledge and understanding of
theoretical concepts
• To further facilitate learning students are strongly encouraged to use a range of communication tools between themselves and their
course instructor as well as between themselves and fellow students by using the online learning platform

Teaching Schedule

Reading: www.podiatryboard.gov.au . Guidlines for podiatrists working with podiatric assistants in podiatry practice page 3-page 6 Sarafian's foot and ankle anatomy.3rd ed. 2011 Activity: Exploring the podiatry profession and the role it contributes to in the health profession thorugh power point presentation and  group questions participation questions.	Practical assessment of basic foot and ankle anatomy.    Identifying podiatry instruments. Online Quiz worth 2% of all activities covered in first week.
Week 2 10th July 2018	Sterilisation Theory  Foot and Ankle Exercise Theory.	Reading: Australian Guidlines for the prevention and control of infection in healthcare(2010).  pp. 2-7 Fixing you :Foot and Ankle Pain:Self-treatment for foot and ankle pain,heel spurs, plantar fasciitis, assessing shoe inserts and other diagnosis (Volume 1) pp.20-40, pp.95-97 Activity: Testing students with different topics covered in week 2 through group participation.	Practical assessment of basic foot and ankle exercises. Practical assessment of demonstrating basic steps in prevention and infection control in a medical office. Online Quiz worth 2% of all activities covered in week 2
Week 3 17th July 2018	Sterilisation theory and practicals   Intro to primary care	Reading: Menz, H. B. (2009). Utilisation of podiatry services in Australia under the Medicare Enhanced Primary Care program, 2004-2008. Journal of Foot and Ankle Research,2(1). doi:10.1186/1757-1146-2-30  Activity:  Testing students with different topics covered in week 3 through group participation	Practical assessment  of identifying different podiatry instruments and appropriate packaging and storing instruments.  Online Quiz worth 2% of all activities covered in week 3
Week 4 24/07/2018	Conducting a skin, vascular, Musculoskeletal and  Neorological examination on a podiatric patient.	Reading: Footcare booklet PDF. p2-p36.  Suggested reading: PRACTICAL MANUAL OF DIABETIC FOOT CARE.  eBook   DIABETIC FOOT CARE: A GUIDE FOR PATIENTS AND HEALTHCARE PROFESSIONALS.   FOOT CARE BASICS: PREVENTING AND TREATING COMMON FOOT CONDITIONS  ebook   SIMPLE STEPS TO FOOT PAIN RELIEF: THE NEW SCIENCE OF HEALTHY FEET.  eBook   FOOT HEALTH TRAINING GUIDE FOR LONG-TERM CARE PERSONNEL.  eBook    Activity: Content organisation and assessment preparation	Practical assessment  of foot evaluation in a podiatric office.    Online Quiz worth 2% of all activities covered in week 4
Week 5 31 July2018	Common Podiatric in office surgical procedures.  1.Foot and Ankle rehabilitation exercises  2.Strapping and Padding techniques   3.Orthotics prescription to the podiatric patient.	Reading: Fixing your foot and ankle pain by Rick Oldman, Page 48- Page 79 Hapla Paddings and Strappings Guide By Briggette medical supply   Activity:  Testing students with different topics covered in week 3 through group participation	Practical assessment  consisting of the following 1. Foot and ankle Strapping 2.Rehabilitation exercies. 3. Orthotics evaluation in a podiatric office. Online Quiz worth 2% of all activities covered in week 5
7 August 2018 (A19H)	Customising course schedules to meet your course needs	Reading: Course text, pp. 1-12 Activity: Remixing course schedules (working groups)
21 August 2018
Week 6 September 2018	Formats for course schedules	Reading: “Useability design”, UX Australia, Vol 3, Iss 10, pp. 26-50 Activity: 3 formats	Assessment 2: Course schedule analysis Due: 9 am Monday 4 September (online submission)
11 September 2018	Making course schedules reusable	Reading: Course text, pp. 77-99 Activity: Course lifecycles
13 September 2018	Tips and tricks for course schedules	Reading: Course text, pp. 35-45 Activity: Tips and tricks showcase
18 September 2018	Developing course schedules: Part 1	Reading: Course text, pp. 120 -136 Activity: Course schedule project: Getting started
20 September 2018	Developing course schedules: Part 2	Reading: Course text, pp. 140-160 Activity: Course schedule project: Development

 

 

Learning Resources

Prescribed Texts

References

Other Resources

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.
You may be assessed by:
• Oral or written questioning
• Oral presentations 
• written assessments
• Direct observation of actual work practice- Clinical Placement & Skills Checklist
• Work-based activities

Competency based training requires you to be in attendance in order for assessment to be undertaken.
You will be required to attend clinical placement as a part of the assessment and qualification requirement for this program.

Assessment Tasks

Must Complete: Yes      Weight: 2% each     No. Words: 500 words each

Assessment Notes:  Five (5) Online quiz and Five (5) practical assessments each worth (2%). Final online examination worth (40%) and final practical assessment worth (40%).

This assessment relates to: Learning Outcomes (Links to an external site.)Links to an external site. 1 2 3 4 5

This course features 5 practical assessments  conducted in class and participation is mandetory:

• Assessment Task 1: (2%) Practical assessment that requires student participation in group session to demonstrate basic foot and ankle anatomy and identifying podiatry instruments. Learning outcomes of week one. 
• Assessment Task 2: (2%) Practical assessment that requires student participation in group session to demonstrate basic foot and ankle exercises and how to conduct a health questionaire on a podiatric patient. Learning outcomes of week two. 
• Assessment Task3 : (2%) Practical assessment that requires student participation in group session to demonstrate identifying surgical podiatry instruments and the appropriate process of setting up for an in office podiatric surgery(PNA) . Student also has to demonstrate for proper packaging of reusable instruments prior to sterilisation. Learning outcomes of week three. 
• Assessment Task 4: (2%) Practical assessment that requires student participation in group session to demonstrate appropriate assessment  of podiatric evaluation that consist of skin, vascular, neurological and musculoskeletal evaluation in a podiatry office. Learning outcomes of week four. 
• Assessment Task 5: (2%)  Practical assessment that requires student participation in group session to demonstrate appropriate strapping technique for common foot and ankle injuries and conditions. Student also have to demonstrate proper padding technique utilised in a podiatry office for offloading procedures. 
• Final online examination : Comprehensive examination that covers learning outcomes 1,2,3,4,5 and worth 40% of final course score. 
• Final practical assessment: Comprehensive practical examination that covers learning outcomes 1,2,3,4,5 and worth 40% of course score. 

All practical assessments except for final practical assessment are multiple attempts and student have to have a final grade of 100% for satisfactory results. 

Weekly online quizzes and final online examination are multiple attempts and student have to have a final grade of 100% for satisfactory results. 

The students need to be "satisfactory" in all three assessment tasks to be deemed competent in this course.

The students can do placements only after being deemed "satisfactory" in Written assessment task and Practical Assessment task. 

 

 

 

Assessment Matrix

Course Overview: Access Course Overview