Allied Health Assistance - Draft 1

HLTAHA028 Deliver and monitor physiotherapy programs Draft 1.0

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Unit application and prerequisites

UNIT CODE

HLTAHA028

UNIT TITLE

Deliver and monitor physiotherapy programs

APPLICATION

This unit describes the skills and knowledge required to provide assistance to a registered physiotherapist. Work includes supporting individuals or a group of individuals participating in physiotherapy programs.

 

This unit applies to allied health assistants and should be performed under the direct, indirect or remote supervision and delegation of a physiotherapist registered with Australian Health Practitioner Regulation Agency (AHPRA).


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.


No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

PREREQUISITE UNIT

Nil

COMPETENCY FIELD

Allied Health

UNIT SECTOR

Health

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Elements and performance criteria

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

  1. Receive delegation and gather information.
    1. Obtain written or verbal delegation for an allied health activity from the allied health professional.
    2. Obtain information from relevant sources and delegating physiotherapist, according to organisational policy and procedures.
    3. Discuss and confirm with delegating physiotherapist treatment plans and programs.
  1. Deliver prescribed physiotherapy program based on treatment plan.
    1. Confirm person’s understanding of program based on treatment plan prepared by the physiotherapist.
    2. Obtain consent from the person before commencing the program.
    3. Follow the instructions of the physiotherapist when assisting with the positioning of person and equipment where treatment involves machines.
    4. Guide the person to complete the program as directed by the delegating physiotherapist.
    5. Recognise when person becomes distressed, in pain or communicates their desire to stop, slow down or change activity and follow stepping down procedures outlined in treatment plan or notify physiotherapist.
    6. Provide feedback to reinforce persons understanding and application of the program.
    7. Work with person to plan any follow up sessions and dates.
    8. Provide the person with time, opportunity and encouragement to practice existing and newly developed skills.
  1. Assist persons with varying abilities to participate in programs.
    1. Encourage the integration of planned and unplanned skills developed in the program into daily activities.
    2. Assist physiotherapist to complete assessments or therapy requiring more than one staff member where requested.
    3. Instruct persons in the use of gait aids prescribed by the physiotherapist, and adjust for safety and comfort as directed by the physiotherapist.
    4. Monitor and conduct necessary action within the treatment plan and scope of role and report any concerns or recommendations to the delegating physiotherapist.
    5. Correctly position person according to person’s condition, modesty and treatment or program activities and according to the directive of the physiotherapist.
    6. Discuss treatment or program activities with person and where possible seek feedback about comfort and understanding during the session.
    7. Create a treatment or program environment that encourages persons to ask questions about progress and activities.
    8. Take action in response to any indicators of adverse reaction to the program or treatment and report to physiotherapist.
    9. Report the need for modifications to the physiotherapy program and report to the delegating physiotherapist.
  1. Comply with supervisory requirements.
    1. Provide persons progress and report difficulties and concerns to the delegating physiotherapist before proceeding with treatment.
    2. Implement variations to the program according to the advice of the physiotherapist.
    3. Identify and manage persons adherence issues, including subjective and objective reporting of persons response to the program, and report to the physiotherapist.
    4. Report any misunderstanding or confusion to the physiotherapist.
    5. Identify and note any difficulties the person experiences with the program, and report to physiotherapist.
    6. Seek assistance when person presents with needs or signs outside limits of own authority, skills or knowledge.
  1. Clean and store equipment.
    1. Clean and store equipment according to manufacturer’s instructions, infection control requirements and organisational policy or procedures.
    2. Check and maintain equipment according to suppliers or organisational policy or procedures.
    3. Label or tag equipment faults, and report faults in line with organisational policy or procedures.
  1. Document persons information.
    1. Document information relating to the program in line with organisational requirements.
    2. Use industry terminology to document persons response, outcomes and identified problems related to the therapeutic program.
    3. Sign and designate role when completing medical records according to organisational policy and procedures.

2 Comments

HLTAHA028-Deliver and monitor physiotherapy programs

"The physiotherapy specialisations would meet industry requirements more closely if there was a this UOC focused more closely on land-based exercise therapy. There is substantial ongoing evidence to suggest that evidence-based exercise has many benefits especially in the physiotherapy domain. The term used for the specialisations in Group A electives "Mobility and movement" suggest exercise therapy , however, the current and the new Cert IV still does not cover any aspects of commonly practised land-based exercise. When students attend placement and work in a rehab setting, they are expected to have basic knowledge on how to follow a therapeutic exercise plan safely. The resources to set up a skills laboratory in RTO’s to provide students with skills to learn for industry are also economic and feasible to set up. If that's added in the content of the unit in the knowledge and performance criteria, it would benefit students and industry and equip the students a bit more closely for the workplace as they might work with Exercise Physiologists, OTs and Physiotherapists. "Deliver and monitor an exercise program for mobility" is a common unit taught to allied health students and is common to almost all Allied health professions and would tie in closely to the CIV in Allied health assistance program."

Samira Fares 28.06.2021 08.20AM

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"Some of the following Performance Evidence criteria are not always encountered by students on placement in the workplace, and therefore might be better assessed as a Knowledge Evidence criterion (i.e., requiring that they state what they would do in these situations): 2.5 Recognise when person becomes distressed, in pain or communicates their desire to stop, slow down or change activity and follow stepping down procedures outlined in treatment plan or notify physiotherapist. 3.8 Take action in response to any indicators of adverse reaction to the program or treatment and report to physiotherapist. 4.4 Report any misunderstanding or confusion to the physiotherapist. 3.9 Report the need for modifications to the physiotherapy program and report to the delegating physiotherapist. "

Kiara Horwood 22.06.2021 12.34PM

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Foundation skills

FOUNDATION SKILLS

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.

SKILLS

DESCRIPTION

Reading skills to:

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Writing skills to:

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Oral communication skills to:

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Numeracy skills to:

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Learning skills to:

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Problem-solving skills to:

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Initiative and enterprise skills to:

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Teamwork skills to:

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Planning and organising skills to:

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Self-management skills to:

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Technology skills to:

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UNIT MAPPING INFORMATION

No equivalent unit.

LINKS

Companion Volume Implementation Guide

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Performance evidence

TITLE

Assessment Requirements for HLTAHA028 Deliver and monitor physiotherapy programs

PERFORMANCE EVIDENCE

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

  • assist in the delivery of therapeutic practices for physiotherapy programs as delegated by the physiotherapist this must include:
    • at least three people receiving different treatments one in a simulated environment and two in the workplace
    • one group receiving treatments in a simulated environment
  • perform the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work.

1 Comments

Assessment criteria.

"For a student to be assessed and deem competent in therapeutic practice for physiotherapy programs before attending placement, a good suggestion would be to include a range of therapeutic programs in the teaching material that aim to assist with movement and mobility. This would be predominantly focusing on land-based therapeutic exercise programs. "

Samira Fares 28.06.2021 08.29AM

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Knowledge evidence

KNOWLEDGE EVIDENCE

Demonstrate the knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • allied health assistants scope of practice in physiotherapy
  • allied health core competencies:
    • person-centred care
    • individual therapy
    • group therapy
    • communication of person information
    • equipment and environment
  • basic musculoskeletal anatomy;
    • joint types and function
    • major bones
    • major muscles including actions and attachments
    • major joints and joint classifications
  • Neuroscience as it pertains to neurological rehabilitation and neuroplasticity.
  • cardiorespiratory anatomy and physiology, and physiotherapeutic techniques
  • anatomical terminology, including:
    • flexion
    • extension
    • rotation
    • abduction
    • adduction
    • circumduction
    • inversion
    • eversion
    • pronation
    • supination
    • horizontal flexion
    • horizontal extension
    • protraction
    • retraction
    • elevation
    • depression
    • dorsiflexion
    • plantarflexion
    • therapeutic exercise principles in neurological, cardiorespiratory and musculoskeletal physiotherapy
  • organisational policies and procedures in regard to:
    • pre-session screening
    • overcrowding
    • ventilation and/or climate control
    • hygiene
    • participant to allied health worker ratios
    • emergency and risk management
    • standards of personal presentation
    • participant’s clothing and footwear
    • use, care and maintenance of equipment
  • principles of program design:
    • progression
    • specificity
  • fitness program planning for improvement of health-related components of fitness:
    • muscle endurance
    • muscle strength
    • cardiorespiratory endurance
    • flexibility
    • rest intervals
    • required equipment
    • floor plan for equipment arrangement
  • circuit training session planning considerations and inclusions:
    • equipment
    • layout
    • number of participants
  • training methods and consideration of intensity:
    • program types
    • sets and reps
    • circuits
    • matrices
    • super-sets
    • pre-fatigue
    • interval training
  • contraindications and precautions
  • exercises and programming requirements for:
    • flexibility:
    • dynamic or active range of motion
    • static
  • muscular endurance and strength:
    • balance and coordination
    • body weight
    • equipment
    • cardiorespiratory endurance
  • effects of different exercises on the major body systems:
    • cardiovascular
    • muscular
    • nervous
    • skeletal
  • methods of monitoring exercise intensity, techniques and progression:
    • heart rate
    • rate of perceived exertion
    • observation of technique
  • manufacturer and exercise equipment specifications
  • signs and symptoms of exercise intolerance
  • motivational techniques and exercise adherence strategies
  • basic anatomy and physiology of the skin and the principles of pressure area care
  • record keeping practices and procedures in relation to diagnostic and therapeutic programs or treatments
  • equipment and materials used in different programs and treatments
  • monitoring requirements for different programs and treatments, including recording observations to ensure safety
  • basic reaction to pain within the body
  • signs of adverse reaction to different programs and treatment
  • concepts and procedures for stepping down treatment or intervention when person becomes distressed, in pain or wishes to stop
  • individualised plans, goals and limitations of therapy
  • infection control policy and procedures
  • work health and safety:
    • manual handling
    • falls prevention
    • infection control practices
  • other specific organisational policies or procedures, including supervisory and reporting protocols
  • medical and physiotherapy terminology
  • scope of role, responsibilities and limitations of self and physiotherapists.

6 Comments

Policies and procedures

"The organisational policies and procedures in regard to: pre-session screening, overcrowding etc. would be better worded ‘ policies and procedures or guidelines in regard to...’. This would broaden the opportunity to find actual examples of these documents to use in teaching. "

Yvette Vos 24.06.2021 12.37AM

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Anatomical terminology

"The following should not be a sub point of anatomical terminology: therapeutic exercise principles in neurological, cardiorespiratory and musculoskeletal physiotherapy"

Yvette Vos 24.06.2021 12.29AM

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"The Knowledge evidence list is excessive. There are concepts that AHAs will not need to know - e.g. training methods and consideration of intensity: matrices super-sets pre-fatigue. Muscular endurance and strength is listed twice: fitness program planning for improvement of health-related components of fitness: muscle endurance muscle strength muscular endurance and strength: balance and coordination body weight equipment cardiorespiratory endurance"

Kiara Horwood 22.06.2021 12.42PM

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2 Replies

"Agreed. Further to the above mentioned example the following is also repeated: AHA scope of practice (first knowledge evidence) and last knowledge evidence which refers to scope of role, responsibilities and limitations of self"

Yvette Vos 24.06.2021 12.10AM

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"Agreed, 'training methods and consideration of intensity' is excessive information and not required for the majority of AHA job roles"

Nicole O'Shannessy 25.06.2021 03.51PM

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Covering wide range of exercise programming

"Please ensure that exercise programming covers areas ranging from acute, sub-acute, community centre & home based exercise as many of the students attending a community based placement do not seem to know what many of the basic exercises are."

Kristy Probert 15.06.2021 10.16AM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in the workplace or in a simulated environment. All aspects of the performance evidence must have been demonstrated using simulation prior to being demonstrated in the workplace.

 

Assessment must ensure: 

  • access to suitable facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies
  • access to individualised plans and any relevant equipment outlined in the plan as delegated by a registered physiotherapist
  • access to organisational policies and procedures
  • opportunities for engagement with real people accessing allied health services

 

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors and be an allied health assistant with a minimum of three years of professional experience in allied health services or a recognised Allied Health Professional.

LINKS

Companion Volume Implementation Guide

1 Comments

Placement requirements too specific

"Requirements of student assessment booklets during placement are often too specific, eg my current students are asked to complete passive ROM with a physio patient. In the 4 years in my current role, I have never been asked to do this and as such can't offer this to a student to complete without doing a simulation only. The requirements should be broader and easier to adapt to different placement settings. "

Kristy Probert 15.06.2021 10.29AM

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