CHIR20002 - Clinical Practice 1

General Information

Unit Synopsis

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

Level Postgraduate
Unit Level 9
Credit Points 12
Student Contribution Band 2
Fraction of Full-Time Student Load 0.25
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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2020

Term 1 - 2021 Profile
Brisbane
Mackay

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Portfolio 60%
2. Professional Practice Placement 0%
3. Examination 40%

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

Past Exams

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Previous Feedback

No previous feedback available

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.

Source: Student Feedback
Feedback
Clarification regarding expectations of Masters level reflective writing.
Recommendation
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.
Action Taken
A greater emphasis was placed on more clearly explaining the requirements of the reflective writing tasks. Additionally the reasons for this emphasis on reflective writing was outlined so as to make as clear as possible why reflection is important on healthcare students. This was achieved using lectures and recordings posted on Moodle.
Source: Student Feedback
Feedback
More time to practice techniques/adjustments.
Recommendation
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.
Action Taken
Dedicated technique practice time within the practical sessions was scheduled with male and female tutors to best utilise these sessions and work on the students technical skills as much as possible.
Source: Student Feedback
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.
Recommendation
Additional competency based assessment is being continually refined to make it as effective as possible.
Action Taken
Competencies were selected carefully to reflect the unit material as broadly as possible and to continue to prepare the students for their clinical internship.
Source: Student Feedback
Feedback
Continue Clinical Placement, 4 weeks are definitely the highlight of the semester for many students.
Recommendation
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.
Action Taken
The placement programme which is an excellent tool to expose students to real clinical experiences and highlight how their university work fits into everyday practice life was maintained in it's current format.
Source: Student - Have Your Say
Feedback
Placement was very popular but it's scheduling has been highlighted as a potential issue. Feedback was received to ask for it to be at either the beginning or the end of the term or reduced to 2 week blocks.
Recommendation
It is recommend that scheduling will be looked into to investigate the feasibility of having the placement block at either end of the term. The placement blocks are being reviewed within the curriculum review to assess if they can be broken into shorter blocks but not reducing (or not greatly reducing) the overall time.
Action Taken
Nil.
Source: Student - Have Your Say
Feedback
Competencies are a good form of assessment because students are able to get instant ongoing feedback on exactly where they are going wrong, and where they can improve. They can attempt the skill multiple time and incorporate the feedback to their preparation.
Recommendation
It is recommend that selecting competencies (mini-CEX) carefully to reflect as broad a section of the unit material as possible should ensure that assessment and learning is as appropriate as possible.
Action Taken
Nil.
Source: Student - Have Your Say
Feedback
Students report that they feel they are reflecting on the same topics every semester, to make the submissions more meaningful 2 or 3 submissions rather than 6 would allow them to find more individual topics.
Recommendation
It is recommended that the number of required reflective submissions should be reduced to allow students to select more individual topics and write more in depth submissions.
Action Taken
Nil.
Source: Student - Have Your Say
Feedback
The Nutrition stream felt disjointed, having different people responsible for the lecture, tutorials and exam questions has caused some frustration.
Recommendation
It is recommended that a nutrition specialist run the nutrition stream in it's entirety (lectures, tutorials and assessments to ensure the experience is consistent) as opposed to the having different individuals looking after each component separately.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Develop, refine and integrate problem solving skills through clinical assessment, decision making and management at an intermediate level.
  2. Display behaviour appropriate to a professional health care provider, including ethical practice management and upholding the professional code of conduct.
  3. Demonstrate empathetic communication skills in the practitioner-patient relationship, and other professional and personal relationships.
  4. 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
2 - Professional Practice Placement
3 - Examination
Alignment of Graduate Attributes to Learning Outcomes
Advanced Level
Professional Level
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
Alignment of Assessment Tasks to Graduate Attributes
Advanced Level
Professional Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Portfolio
2 - Professional Practice Placement
3 - Examination