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Unit of Study REHB2002 - Clinics in Multimodal Intervention: Internal (2023)

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Unit Snapshot

Unit description

Provides student allied health practitioners with the opportunity to apply multi-modality techniques. The inter-professional practice context in which this practicum occurs allows students to demonstrate innovative practice.

Unit content

Theory and preclinical information on:

  • Clinical treatment and planning intervention for paediatric and adult clients with a range of disorders and level of complexity
  • Multimodality in assessment and intervention within different contexts
  • Applying the International Classification of Functioning, Disability and Health Framework and evidence-based practice in client management
  • Using technology and other resources for best practice

Supervised clinical experience in:

  • Screening and assessing clients and taking baseline measurements
  • Planning and implementing intervention programs with clients using a multimodal approach
  • Measuring outcomes, reviewing programs and writing reports
  • Identifying and applying effective discipline specific and inter-professional practice principles

Availabilities

Not currently available in 2023

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

On completion of this unit, students should be able to:

assess clients and plan, develop and implement appropriate multimodal intervention methods

critically appraise multimodal intervention approaches and outcomes of programs

create and implement plans for intervention that take into consideration evidence based practice and the International Classification of Functioning, Disability and Health Framework

communicate (verbal and written) professionally with clients and relevant others

identify and apply effective discipline specific and inter-professional practice principles