PSIO12004 - Neurosciences Across the Lifespan

General Information

Unit Synopsis

This unit will provide you with a focus on the theoretical component of neuroscience and will prepare you for the clinical application of this theory. You will study core areas of neuroscience, neuroanatomy and neurodevelopment. Topics covered will include the organisation and function of the nervous system, neuroplasticity, motor control and learning, and signs and symptoms in neurologic lesions. Normal and pathological development across the lifespan will be presented and will provide you with the opportunity to develop knowledge and skills central to the core concepts of paediatric, adult and older adult neurological physiotherapy. This unit will introduce you to the practical physiotherapy skills required to perform a neurological assessment, with a specific focus on the assessment of key neurological impairments and neurodevelopment across the lifespan.

Details

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

To enrol in this unit you must be enrolled in the CB85 Course and meet the following pre-requisites:

BMSC11007 Medical Anatomy and Physiology 1

BMSC11008 Medical Anatomy and Physiology 2

PSIO11004 Foundations of Physiotherapy Practice 1

PSIO11003 Foundations of Physiotherapy Practice 2

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 1 - 2020

Term 2 - 2020 Profile
Bundaberg
Rockhampton
Term 2 - 2021 Profile
Bundaberg
Rockhampton
Term 2 - 2022 Profile
Bundaberg
Rockhampton

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. Online Quiz(zes) 25%
2. Written Assessment 40%
3. On-campus Activity 0%
4. Objective Structured Clinical Examinations (OSCEs) 35%

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 - 2020 : The overall satisfaction for students in the last offering of this course was 4.1 (on a 5 point Likert scale), based on a 42.22% 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: Unit evaluation data, have your say, direct student feedback, self-reflection
Feedback
Students made positive comments about the delivery of clinically-focused content and engagement and learning support from the teaching staff.
Recommendation
The recommendation is for the unit to continue to deliver clinically focused content and for teaching staff to continue to implement strategies for student's engagement and learning support and to effectively improve student's overall satisfaction.
Action Taken
The unit delivered clinically focused content and teaching staff will continue to implement strategies for student's engagement and learning support and to continue to effectively improve student's overall satisfaction.
Source: Have your say, student and staff correspondence
Feedback
The addition of a new observational placement (Riding with the disabled) was appreciated by students and improved student's expectations and learning experiences from previous years.
Recommendation
The recommendation is for the new observational placement (Riding with the disabled) to continue to be implemented. Observational placements' learning outcomes and expectations will continue to be clearly communicated.
Action Taken
The observational placement (Riding with the Disabled) was not able to be implemented due to COVID-19 social distancing restrictions. However, new observational placements at Special Schools in both BDG and ROK campuses were successfully implemented, and the teaching team will aim to implement in 2021. These placements' learning outcomes and expectations will continue to be clearly communicated to students.
Source: Unit evaluation data, have your say, direct student feedback, self-reflection
Feedback
Lower satisfaction in learning resources. Practical book/manual, resources and lecture notes not being delivered with enough time for student's to review.
Recommendation
The recommendation is for the practical/book manual to continue to evolve and will be expanded by including specific instructional resources. These resources will be delivered in a timely manner, so students would have enough time to review them before classes.
Action Taken
The Practical Workbook were revised and improved on the previous year and included specific instructional resources. These manual were given to students in timely manner so that they could print prior to the term and classes starting.
Source: Have your say, direct student feedback, self-reflection
Feedback
Lack of clear requirements and lack of structure in preparation for OSCE assessments and lack of clear feedback from OSCE assessments.
Recommendation
The recommendation is for the preparation for OSCE tutorials and resources to be revised and redesigned. Also, new clinical cases will be incorporated to facilitate students' preparation during OSCEs. Learning outcomes, requirements and expectations from each piece of assessment will be clearly communicated to students. New strategies to provide better and effective feedback will be explored and implemented.
Action Taken
Preparation for OSCE tutorials and resources were revised from previous years. New clinical cases have been incorporated to facilitate student's preparation during OSCEs. Learning outcomes, requirements and expectations from each piece of assessment were clearly communicated to students. Feedback was given on each face-to-face tutorial on both campuses all throughout the term.
Source: Have your say, direct student feedback, self-reflection
Feedback
Reduction in confidence in regard to communication and handling competence in paediatric physiotherapy. Students also reported a lack of authenticity of dolls that impacted teaching, learning and assessment experiences.
Recommendation
The recommendation is for the delivery for the treatment section of clinical conditions and preparation for the OSCE to be revised and improved in order to enhance student's learning experiences. The unit will continue developing the use of simulation dolls, and observation and interactions based experiences (sessions with real children and observational placements), so student's can gain more confidence in communication and handling competence in paediatric physiotherapy. A variety of paediatric simulation dolls were purchased for this unit for this year, however another recommendation is for teaching and technical staff to continue to try to source different new dolls in the market to accomodate student's needs.
Action Taken
The delivery for the treatment section of clinical conditions and preparation for the OSCE has been revised and improved from previous years in order to enhance student's learning experiences. The unit will continue to develop the use of simulation dolls, and observation and interactions based experiences (sessions with real children and observational placements at special schools) to continue allowing students to gain more confidence in communication and handling competence in paediatric physiotherapy. A variety of paediatric simulation dolls were used this year, but teaching and technical staff will continue to try to source more advanced simulation dolls (if available) to accomodate student's needs.
Source: Unit evaluation data, have your say, direct student feedback, self-reflection
Feedback
Students made positive comments about the clarity and simplicity to follow the lectures and the integration of topic appropriate equipment to embed learning during tutorials.
Recommendation
It is recommended that the current format for lectures is maintained and that the wide variety of equipment continue to be be utilised during tutorials to help embed learning.
Action Taken
Nil.
Source: Unit evaluation data, have your say, direct student feedback, self-reflection
Feedback
The addition of a new observational placement at Special Schools and interaction with real children sessions were appreciated by students as they showed the practical application of the theory knowledge in paediatric physiotherapy
Recommendation
It is recommended that the new observational placements at Special Schools and interaction with real children in sessions continue to be implemented, and that learning outcomes and expectations continue to be clearly communicated to students.
Action Taken
Nil.
Source: Unit evaluation data, have your say
Feedback
Students reported that they lacked a clear understanding of requirements and expectations for OSCE assessments,
Recommendation
It is recommended that the OSCE tutorials and resources be reviewed to ensure students have a clear understanding of expectations in OSCE's. These resources were recently updated and included the addition of new clinical cases and study guidelines to prepare for OSCEs. Learning outcomes, OSCE structure, requirements and expectations were communicated in every tutorial and with a PowerPoint presentation during the revision session. Nevertheless, the new strategies, new clinical cases and revised study guidelines will be review to ensure that student's feel prepared for OSCEs.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Describe basic concepts of neurosciences, including organisation and function of the nervous system, neurodevelopment and signs and symptoms in neurologic lesions
  2. Identify and discuss atypical motor development, pathophysiology, clinical management and prognosis of common neurological conditions in paediatrics and geriatrics
  3. Understand and demonstrate the general principles which underlie therapeutic interventions and interdisciplinary practice in paediatrics
  4. Understand and demonstrate the role of the physiotherapist in the evidence-based management of paediatric and geriatric patients applying the International Classification of Functioning, Disability and Health Framework (ICF) framework
  5. Develop, implement and evaluate comprehensive knowledge and skills in the assessment and treatment of paediatric and geriatric patients with atypical neurodevelopment and neurological impairments based on evidence-based practice
  6. Demonstrate acceptable professional and ethical behaviours consistent with a physiotherapy practitioner.

Learning outcomes and assessment tasks have been mapped against and aligned with the Physiotherapy Practice Thresholds in Australia and Aotearoa New Zealand.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Online Quiz(zes)
2 - Written Assessment
3 - On-campus Activity
4 - Objective Structured Clinical Examinations (OSCEs)
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
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 - Online Quiz(zes)
2 - Written Assessment
3 - On-campus Activity
4 - Objective Structured Clinical Examinations (OSCEs)