PODI12007 - Gerontology in Podiatry Practice

General Information

Unit Synopsis

This unit is designed to provide you with a strong comprehension of the psycho-social-biological changes that people experience as they grow older. Population ageing across all communities and cultures, as well as the theories of ageing will be reviewed. The physiological and pathophysiological effects of ageing and senescence will be covered in-depth. The implications of an ageing society for all Australians will also be discussed. Mental health issues, particularly in dementia care and communication, along with polypharmacy in the elderly will be addressed. You will be able to describe the role of podiatric practice in an ageing society.

Details

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Pre-requisite: ALLH11006 Life Course Development for Health Professionals.

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2019

Term 2 - 2019 Profile
Rockhampton
Sydney

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 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 20%
2. Group Work 30%
3. Examination 50%

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

Term 2 - 2018 : The overall satisfaction for students in the last offering of this course was 4.8 (on a 5 point Likert scale), based on a 42.86% response rate.

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 In Class
Feedback
Practicing paddings and strappings on each other was very useful.
Recommendation
In-class practical time will continue to be allocated to ensure students can apply these foundational manual skills when managing the ageing client in future podiatry placements.
Action Taken
During this delivery of PODI12007, practical time each week was allocated where students were shown and given the time to practice manual skills including padding, strapping and strengthening exercises to help build basic podiatry skills.
Source: Student In Class and Staff Reflection
Feedback
Use of role plays to develop students' patient-care skills with the older client.
Recommendation
Role playing was an effective learning technique and got the students engaged. It was recognised by the students' as a valuable teaching method for skills, knowledge and attitude development. This method of learning will therefore continue to be used in future deliveries of the unit.
Action Taken
Role playing was used during practical and tutorial sessions.
Source: Have your say
Feedback
Modern teaching methods such as video and YouTube made learning much more fun.
Recommendation
The use of modern teaching methods such as carefully selected YouTube videos should continue to be used as learning resources to allow the students to hear 'first hand' from a diverse range of geriatric patients and aid in developing an empathetic style of patient care.
Action Taken
Nil.
Source: Have your say
Feedback
There was a lot of reading required in the last week and some students did not have time to read it all before lessons as assessments were also due that week. Students would have preferred that the material be provided earlier in the unit.
Recommendation
Reading updated academic literature is vital to help develop critical thinking in the assessment method of specific geriatric pathologies. These readings cannot be provided earlier as students have yet to acquire the required knowledge. In future, when extensive reading was required, students should be notified beforehand and more effort should be placed to help students in the area of time management towards the end of the term.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Investigate the socio-economic impact of ageing and relate to podiatric practice.
  2. Apply effective and appropriate communication styles in managing the ageing patient.
  3. Describe the physiology and pathophysiology of ageing on different body systems.
  4. Analyse the relationship between common disease conditions and foot problems of older adults.
  5. Appraise functional performance with respect to basic sensory, perceptual and physical changes associated with ageing.
  6. Describe the cognitive and psychological changes associated with ageing and their impact on care.
  7. Examine the challenges of polypharmacy encountered with elderly patients in podiatric practice.
  8. Evaluate best evidence in gerontology relevant to podiatric practice.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7 8
1 - Written Assessment
2 - Group Work
3 - Examination
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7 8
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Written Assessment
2 - Group Work
3 - Examination