PHYSIOTH 4001 - Managing Chronic Conditions

North Terrace Campus - Semester 1 - 2024

Chronic conditions are becoming increasingly more prevalent. Chronic diseases contribute heavily to poor health and well-being and are a major source of health costs for government and individuals. They are recognised as the major cause of illness, disability and death in Australia. In this course, students will integrate core strands of theory knowledge and practice with contemporary health needs of individuals, groups, communities and populations. Student will explore knowledge and skills in health promotion, prevention, treatment and self-management of chronic conditions in both a group and individual context to develop expertise in working with individuals to promote self-management skills with a focus on optimising wellness. Students will critique models of health, theories of health behaviour and apply innovative problem-solving skills to health-related scenarios covering a range of chronic conditions. Inter-professional, person-centred, evidence-based and critical reflection approaches will be adopted.

  • General Course Information
    Course Details
    Course Code PHYSIOTH 4001
    Course Managing Chronic Conditions
    Coordinating Unit Physiotherapy
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 6 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites PHYSIOTH 3000 and PHYSIOTH 3005
    Restrictions Bachelor of Physiotherapy (Honours)
    Assessment Examination, various assignments and continuous assessment tasks
    Course Staff

    Course Coordinator: Ellen O'Callaghan

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1 Develop evidence-based recommendations for care, considering the person, family, community and the role of contextual factors that shape healthcare for clients with chronic conditions.
    2 Develop and evaluate culturally sensitive and effective health programs that draw on the principles of inclusion, equity and accessibility for clients with chronic conditions including Aboriginal and Torres Strait Islander people.
    3 Evaluate and respond to intrinsic and extrinsic barriers and enablers of health for clients with chronic conditions.
    4 Evaluate and identify the essential skills to ethically and responsibly manage change and health care projects.
    5 Develop ethical health leadership behaviours that will promote sustainable and contemporary healthcare practice.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.


    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    2, 3

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    3, 4, 5

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    1, 2, 3, 4, 5

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    2, 5

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.

    2, 3

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.


    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    1, 2, 5
  • Learning Resources
    Required Resources
    All students should factor in the cost of their own electronic device. Required learning resources and readings will be provided on-line via MyUni. Studetns may need to access other online reources via the University library.
    Recommended Resources
    There will be a range of peer-reviewed articles, both as prescribed and recommended readings. Also, other generic materials such as, essay writing guides, referncing etc. will be recommended resources.
    Online Learning
    All notes, resource manuals and papers for lectures, workshops, tutorials and assessment tasks are available in MyUni.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Learning in this course is supported by a blended learning model that uses a mixture of delivery modes to ensure the course materials are aligned to and facilitate student achievement of learning outcomes. Student learning will be scaffolded and supported by a series of activities including other on-line activities and interactive workshop session, to explore the key issues and concepts. These learning activities will provide an opportunity for students to develop and apply knowledge relating to health promotion, prevention, treatment and self-management of chronic conditions in both a group and individual context. Interprofessional, person-centred, evidence-based and critical reflection approaches will be adopted.

    MyUni and Pebblepad will be used as the online platforms to support the course via the following features:
    • Learning modes to deliver content
    • Online learning pathways to guide student navigation through the course
    • Announcements
    • Discussin boards
    • Lecture recordings
    • Other materials (e.g. bespoke video resources and links to other relevant web resources)
    • Quizzes and video logs
    • Student collaboration and conferences
    • ePortfolio

    No information currently available.

    Learning Activities Summary
    This course is designed to facilitate student self-directed, active learning. Key resources are provided to complement the students’ own research of the topics. Class time is used to integrate and apply knowledge to case studies. Learning and teaching activities aim to develop critical thinking, problem solving, team work and ability of students to identify knowledge gaps and find and evaluate relevant literature.
    Week 1 Introduction to chronic disease frameworks and mangement of individuals with chronic disease.
    Week 2 Management of people with chronic disease, in the context of diabetes. Access and equity considerations, including working with Aboriginal and Torres Strait Islander peole.
    Week 3 Management of chronic conditions, in the context of cancer. The importance of group programs in the management of chronic conditions. Designing innovative solutions to implement best-practice chronic disease management strategies in the workplace.
    Week 4 Management of chronic conditions in the context of mental health. Working in Advanced care planning and Palliative rehabilitation. Individual report due.
    Week 5 Group presentations.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Due Weighting Learning Outcome
    Individual Report Summative

    Fri Week 4

    40% 1, 2, 3, 4, 5
    Group Presentation Formative & Summative Week 3 (pitch) and Week 5 workshops (final) 20% (pitch 5% and final 15%) 2, 4, 5
    Continuous assessment Formative & Summative Week 1-Week 4 40% (10% each week) 1, 2, 3, 4
    Assessment Detail
    Individual Report (Assignment) is an examination of an existing health program against best practice guidelines and the principles of access, equity and inclusion that are specific to the local community. Students will develop strategies to improve adherence to best practice as well as access, equity and inclusion and make recommendations.

    Group Presentation is a presentation in class time at two time points in the course (a pitch on week 3 and the completed presentation on week 5). Groups are given a complex scenario for which they develop a solution, which they present to the class, justifying the solution, outlining the implementation of the change process and how they monitor and evaluate the solution proposed.

    Continuous Assessment consists of a quiz and recorded reflection piece (a video log) during weeks 1 to 4 of the course, to check knowledge and apply course learning to case studies.

    No information currently available.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
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