Overview
Clinical Practice 1 will provide you with your first opportunity to work at a satisfactory level after completing your undergraduate studies. This is the first of six clinical practical units in which you will gain experience by observing a real chiropractic clinic during a placement. In Clinical Practice 1 you will be expected to perform as a functional team member under guidance of the clinic supervisors and placement mentors whilst developing observational and reflective skills.
Details
Pre-requisites or Co-requisites
Prerequisite: Student must be enrolled in CC71 - Master of Clinical Chiropractic and Corequisite: CHIR20001 Advanced Neurology and Skeletal Dysfunction
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 12-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 25 hours of study per week, making a total of 300 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student Feedback
Clarification regarding expectations of Masters level reflective writing.
There are higher expectations of Masters level reflective writing compared to Bachelors, this will require some adjustment, feedback and writing strategies were given in lectures as well as marking rubrics. Support and feedback provided to help students make the transition in this first Masters term from the Bachelors programme. A lecture and suggested templates / tables to help complete all of the reflective steps has been provided to help students make this transition.
Feedback from Student Feedback
More time to practice techniques/adjustments.
Additional technique practice time has been allocated and dedicated to technique practice. Also male and female tutors available in these sessions to help as many students as possible. Continue to ring fence technique time and ensure broad tutor availability.
Feedback from Student Feedback
A focus on competency based tests rather than OSCE's at the end of the semester; to give a better chance to develop clinical skills over a more prolonged period of time.
Additional competency based assessment is being continually refined to make it as effective as possible.
Feedback from Student Feedback
Continue Clinical Placement, 4 weeks are definitely the highlight of the semester for many students.
Placement programme and scope is constantly expanding as the student numbers grow we are now able to offer placement opportunities in all states and territories.
- Develop, refine and integrate problem solving skills through clinical assessment, decision making and management at an intermediate level.
- Display behaviour appropriate to a professional health care provider, including ethical practice management and upholding the professional code of conduct.
- Demonstrate empathetic communication skills in the practitioner-patient relationship, and other professional and personal relationships.
- Demonstrate the ability to integrate sustainably within the broader health care system, including responsible use of health care resources, the ability to collaborate with other health care disciplines, and the employment of health promotion and preventative strategies through community education.
On successful completion of this unit you will meet certain CCEA requirements that will progress you towards applying for registration as a chiropractor in Australia.
The Learning Outcomes build towards CCEA’s Accreditation Standard 4.4.3 regarding Clinical Sciences.
This unit is designed to contribute towards you having adequate and early patient experiences and opportunities to acquire sufficient clinical knowledge, skills, and attitudes to assume appropriate clinical responsibility upon graduation.
It provides early, supervised patient contact leading to participation in patient care. Your clinical skills training includes physical, clinical and lab diagnosis, mental health assessment, orthopaedics, gynaecology, obstetrics, paediatrics, geriatrics, dermatology, otolaryngology, ophthalmology, diagnostic imaging procedures and interpretation, nutrition, rehabilitation, ergonomics, pharmacology (a working knowledge of commonly used medications and pharmaceuticals), and other appropriate subjects. Clinical skills include history taking, physical examination, spinal analysis, mental health assessment, first aid and emergency procedures, manual techniques, physical therapies (such as heat, cold, bracing, electrical therapies, etc.), and other treatment procedures, communication, leadership skills, etc. Appropriate clinical responsibility would include physical and mental health promotion, disease prevention and patient care, for the child, adolescent, adult, geriatric and medically compromised patient. Participation in patient care would include relevant community experience and teamwork with other health professions.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | |||
---|---|---|---|---|
1 | 2 | 3 | 4 | |
1 - Portfolio - 60% | ||||
2 - Professional Practice Placement - 0% | ||||
3 - Examination - 40% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | |||
---|---|---|---|---|
1 | 2 | 3 | 4 | |
1 - Knowledge | ||||
2 - Communication | ||||
3 - Cognitive, technical and creative skills | ||||
4 - Research | ||||
5 - Self-management | ||||
6 - Ethical and Professional Responsibility | ||||
7 - Leadership | ||||
8 - Aboriginal and Torres Strait Islander Cultures |
Alignment of Assessment Tasks to Graduate Attributes
Assessment Tasks | Graduate Attributes | |||||||
---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
1 - Portfolio - 60% | ||||||||
2 - Professional Practice Placement - 0% | ||||||||
3 - Examination - 40% |
Textbooks
Brukner & Khan's Clinical Sports Medicine: Injuries
Edition: 5th ed (2017)
McGraw-Hill Education
AU
ISBN: 9781760421663
Binding: Hardcover
Rehabilitation of the Spine A Practitioner's Manual
2nd Edition (2007)
Authors: Craig Liebenson
Lippincott Williams & Wilkins
US
ISBN: 9780781729970
Binding: Hardcover
Additional Textbook Information
Either copy can be purchased the CQUni Bookshop here: http://boookshop.cqu.edu.au (search on the Unit code).
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
a.dane@cqu.edu.au
Module/Topic
Chiropractic Technique
Case Work & Clinical Competencies
Rehabilitation
Clinical Nutrition (11 Lectures and 6 2hr Tutorials)
Chapter
Outline & Thoracic Spine
Outline & History Taking & Competencies
Rehabilitation Introduction & Stages of Rehabilitation
Introduction to Nutrition / Introduction to diary expectations
Events and Submissions/Topic
Six 2hr tutorials with in 'class' activities / submissions.
Module/Topic
Chiropractic Technique
Case Work & Clinical Competencies
Rehabilitation
Clinical Nutrition
Chapter
Thoracic Spine
Clinical Examination (orthopaedics and neurology) & Competencies
Biopsychosocial model
Food and its components 1: macronutrients / Time to execute diary
Events and Submissions/Topic
Nutrition - no submission - Time required to execute diary
Module/Topic
Chiropractic Technique
Case Work & Clinical Competencies
Rehabilitation
Clinical Nutrition
Chapter
Cervical Spine
Diagnosis & Competencies
Lewit & Janda
Food and its components 2 / Reflection on experience of keeping a nutritional diary
Events and Submissions/Topic
Nutrition - In class activity submission - Forum post reflection on experience of keeping a nutritional diary
Module/Topic
Chiropractic Technique
Case Work & Clinical Competencies
Rehabilitation
Clinical Nutrition
Chapter
Cervical Spine
Case Summary and Presentation (Outcome Measures, Guidelines & Prognosis) & Competencies
Soft tissue therapy
Food and its components 3: micronutrients / Diary data results
Events and Submissions/Topic
Nutrition - In class activity submission - forum post data results
Module/Topic
Chiropractic Technique
Case Work & Clinical Competencies
Rehabilitation
Clinical Nutrition
Chapter
Lumbopelvic (Leg-Length)
Report of Findings & Competencies
Models of Rehabilitation
Categorising food in terms of nutrient content
Events and Submissions/Topic
Nutrition - In class activity submission - forum post analysis of findings and suggested changes recommended.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Placement
Chapter
Categorising food in terms of healthy diets
Events and Submissions/Topic
Module/Topic
Placement
Chapter
Nutrition through the lifecycle: pregnancy and lactation
Events and Submissions/Topic
Module/Topic
Placement
Chapter
Nutrition through the lifecycle: infancy and childhood
Events and Submissions/Topic
Module/Topic
Placement
Chapter
Nutrition through the lifecycle: prevention of chronic disease in adulthood
Events and Submissions/Topic
Placement requirement submitted (log sheet)
Module/Topic
Chiropractic Technique
Case Work & Clinical Competencies
Rehabilitation
Clinical Nutrition
Chapter
Lumbopelvic (Mechanical Dropping)
Competencies
Functional Assessment (FMS, MAT)
Nutrition through the lifecycle: the elderly
Events and Submissions/Topic
Nutrition - In class activity submission - 3 minute oral presentations
Clinical Placement Due: Week 10 Friday (24 May 2019) 5:00 pm AEST
Module/Topic
Chiropractic Technique
Case Work & Clinical Competencies
Rehabilitation
Clinical Nutrition
Chapter
Lumbopelvic (Coccyx & Symphysis)
Competencies
Ergonomics, Neurodynamics
Nutrition tools
Events and Submissions/Topic
Submit Portfolio (Competencies & Reflective Portfolio)
Nutrition - In class activity submission - 3 minute oral presentations
Portfolio Due: Week 11 Friday (31 May 2019) 5:00 pm AEST
Module/Topic
Review
Chapter
Review
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Portfolio
Portfolio 60% (A: Reflective Journal (30%), B:Clinical Competencies (30%), C: Nutrition in class activity (pass/fail))
A Clinical Competencies
Each competency will be assessed on a pass/fail (competent / not yet competent) basis, students must achieve 65% in each to be deemed competent.
Competencies can be completed during the practical class or be recorded and submitted as a video. (NB. Technique competencies must be completed in class under supervision. Competencies should be completed on a regular / weekly basis).
Each student should achieve 65% or greater in all summative competencies to achieve 30%. If students are not deemed competent or do not complete the listed summative competencies – that proportion will be deducted from their 30% portfolio percentage.
Competencies can be attempted as many times as is possible, students are encouraged to try competencies as many times as possible and learn from the feedback provided. A list of the required competencies can be found on the Moodle page and in the unit introduction.
B. Reflective Journal
Six (6) Reflective Observations – Ongoing weeks 1 to 11, MSc Feedback involves student self reflection and self improvement.
Reflections should take place along side the competencies and other work within the CP1 unit.
Reflection can be on any aspect of your course that you are having difficulty with, templates and outlines of what is expected by Masters Reflection are provided.
C. Nutrition
In class activities (ICA) are included in the nutrition stream of CP1, 80% attendance / participation is required to successfully pass the unit. A food diary exercise runs across the six 2hr tutorials and each student is required to:
Tutorial 1: introduction to diary expectations/process
Tutorial 2: nil as require time to execute diary
Tutorial 3: ICA forum post – reflection piece on experience of keeping diary
Tutorial 4: ICA nutrition forum post – data results
Tutorial 5: ICA nutrition forum post – analysis of findings and suggested changes to be recommended
Tutorial 5/6: ICA oral presentations – 3 mins
Further details of this in class activity will be explained at the first tutorial and will be made available on Moodle.
Week 11 Friday (31 May 2019) 5:00 pm AEST
Week 12 Friday (7 June 2019)
Close of Business
Marking Rubrics are provided on the CP1 Moodle page and templates and suggested models are available. Ensure all steps of reflection are attempted / completed.
- Develop, refine and integrate problem solving skills through clinical assessment, decision making and management at an intermediate level.
- Demonstrate the ability to integrate sustainably within the broader health care system, including responsible use of health care resources, the ability to collaborate with other health care disciplines, and the employment of health promotion and preventative strategies through community education.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Self-management
- Ethical and Professional Responsibility
- Leadership
2 Professional Practice Placement
At CQU, we feel it is very important to engage with chiropractors in the field so that our students are exposed to real clinical experiences. Accreditation bodies acknowledge the benefits of preparing students for industry. CQUniversity students have to complete 200hrs over two external clinical placements during the 1st year of their Master’s Degree, to help them graduate practice ready. Placement is a Pass/Fail assessment component and each student must complete the required 100 hours for CP1. Placement will be assessed on Professionalism (dress code, behavior and time keeping).
Week 10 Friday (24 May 2019) 5:00 pm AEST
Submitted Log sheet
Week 12 Friday (7 June 2019)
COB
Placement is a Pass/Fail assessment component and each student must complete the required 100 hours. Placement will be assessed on Professionalism (dress code, behavior and time keeping).
- Develop, refine and integrate problem solving skills through clinical assessment, decision making and management at an intermediate level.
- Display behaviour appropriate to a professional health care provider, including ethical practice management and upholding the professional code of conduct.
- Demonstrate empathetic communication skills in the practitioner-patient relationship, and other professional and personal relationships.
- Demonstrate the ability to integrate sustainably within the broader health care system, including responsible use of health care resources, the ability to collaborate with other health care disciplines, and the employment of health promotion and preventative strategies through community education.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
Examination
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.