EXSC611 - Occupational Assessment and Rehabilitation

Year

Credit points

Campus offering

Prerequisites

Nil

Teaching organisation

Unit rationale, description and aim

Accredited exercise physiologists (AEPs) play an integral role in occupational assessment and rehabilitation and contribute to the prevention and management of injuries sustained both in and out of the workplace. With effective practice, AEPs are able to minimise the social, physical, psychological and financial impact of workplace injury and illness and to maximise the health benefits of good work. In this unit, students will gain unique insights into the occupational rehabilitation industry in Australia and learn about the relevant legislative and compensable schemes with respect to personal injury and rehabilitation. The aim of this unit is to develop students’ industry specific knowledge and skills so they may be confident and competent in the practice of people oriented professional activities such as ergonomic assessment, job task analysis, functional capacity evaluation, work conditioning and return-to-work planning and programming.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

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

LO1 - Assess workstation ergonomics informed by knowledge of, and comprehension of, relevant legislation, ergonomic principles, work postures and workstation design standards (GA4, GA5, GA8).

LO2 - Critically analyse job tasks by selective application of ergonomic assessment tools and demonstrate critical thinking and decision making to interpret findings with respect to risk management and task optimisation (GA1, GA4, GA5, GA8).

LO3 – Evaluate the functional capacity of workers, before and or after injury, to match physical abilities to the critical demands of job requirements (GA5, GA7, GA8).

LO4 – Communicate a clear, accurate and comprehensive understanding of return-to-work rehabilitation processes for injured workers, including those with mental health injury(ies), that showcases principles of effective case management including consideration for relevant biopsychosocial factors evidenced to influence return-to-work outcomes (GA1, GA2, GA3, GA4, GA5, GA6, GA7, GA8, GA9, GA10). 

Graduate attributes

GA1 - demonstrate respect for the dignity of each individual and for human diversity 

GA2 - recognise their responsibility to the common good, the environment and society

GA3 - apply ethical perspectives in informed decision making

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA6 - solve problems in a variety of settings taking local and international perspectives into account

GA7 - work both autonomously and collaboratively 

GA8 - locate, organise, analyse, synthesise and evaluate information 

GA9 - demonstrate effective communication in oral and written English language and visual media 

GA10 - utilise information and communication and other relevant technologies effectively

Content

Topics will include:  

• Introduction to occupational rehabilitation (OR)
• Introduction to ergonomics, anthropometry and work posture
• Workstation design and assessment
• Work posture, manual materials handling & NIOSH
• Muscular effort and task analysis
• Functional capacity evaluations
• Investigation of work-related musculoskeletal disorders (WRMDs)
• Mental health in the workplace
• Mobility aids, equipment fitting and use

Learning and teaching strategy and rationale

This unit is offered through multi-mode delivery and aims to facilitate learner centred activities and inquiry-based learning. Learning and teaching strategies within this Master’s level unit are based on a blend of constructivism, social constructivism, and experiential learning. These strategies focus on active participation and developing a community of inquiry. This has led to the development of purposefully designed learning activities focusing on inquiry-based learning principles aimed at encouraging critical thinking, clinical decision-making, application of knowledge and skills, evidence for practice, collaborative peer learning, and critical self-reflection. 

Students participate in individual and small group activities based on analysis of current practice, to assimilate application of acquired knowledge and facilitate translation of learning into practice. Engagement in extended dialogue is encouraged to guide change to a more interprofessional, person-centred practice. Unit activities include, but are not limited to: 1) online asynchronous linearly designed workbooks with short lectures, video simulations, online discussion forums and quiz questions, and 2) weekly practical workshops, which include industry-specific skill development, case-study simulations, and work-based activities with reflection to enhance practice. Activities are aimed to facilitate acquisition of advanced knowledge and skills in case management and occupational assessment and rehabilitation planning.

Assessment strategy and rationale

Assessment tasks in this unit have been purposefully designed to prepare for and replicate authentic clinical practice, with an “assessment for learning” approach to provide evidence for judgement of learning and to reinforce, facilitate and support learning and its application. The assessment tasks have been designed to provide a broad range of tasks aligned to andragogic principles of adult learning, facilitating choice and self-direction for the post graduate student. The design enables timely judgement to ensure students have appropriate knowledge and skills prior to workplace application. 

The first assessment task enables students to develop their skills in ergonomic assessment to complete practicum reports and apply their learning of OHS related issues of workstations. The second assessment task enables students to develop a broader understanding of task analysis and application of ergonomic tools to achieve effective risk prevention and or intervention for a workplace activity. The final assessment task enables students to apply advanced knowledge and understanding of functional anatomy and ergonomic principles in the compilation of a comprehensive return-to-work plan based on a real-life workplace injury. This task enables students to develop professional report writing skills and clinical justification skills.

In order to pass this unit, students must achieve an aggregate percentage of 50% from all assessment tasks. In addition, students are required to submit a credible attempt for all assessment tasks and achieve a pass mark (50%) for Assessment Task 3.

The assessment tasks for this unit are designed for to demonstrate achievement of each learning outcome.

Overview of assessments

Representative texts and references

Oakman, J., Clune, S. & Stuckey, R., (2019). Work-related musculoskeletal disorders in Australia, 2019. Canberra: Safe Work Australia.

Royal Australasian College of Physicians and Australasian Faculty of Occupational and Environmental Medicine, (2017). Consensus Statement on the Health Benefits of Good Work, accessed 18 May 2022, https://www.racp.edu.au/docs/default-source/advocacy-library/afoem-realising-the-health-benefits-of-work-consensus-statement.pdf?sfvrsn=baab321a_14. Also available from: https://www.racp.edu.au/advocacy/division-faculty-and-chapter-priorities/faculty-of-occupational-environmental-medicine/health-benefits-of-good-work.

Safe Work Australia, (2017). Principles of Good Work Design: A work health and safety handbook, accessed on 18 May 2022 https://www.safeworkaustralia.gov.au/system/files/documents/1702/good-work-design-handbook.pdf. Also available from: https://www.safeworkaustralia.gov.au/resources-and-publications/guidance-materials/principles-good-work-design.

Safe Work Australia, (2016). Hazardous Manual Tasks: Code of Practice, accessed 18 May 2022, https://www.safeworkaustralia.gov.au/system/files/documents/1705/mcop-hazardous-manual-tasks-v2.pdf . Also available from: https://www.safeworkaustralia.gov.au/doc/model-codes-practice/model-code-practice-hazardous-manual-tasks.

Safe Work Australia, (2015). Work-related Mental Disorders Profile, accessed on 18 May 2022, https://www.safeworkaustralia.gov.au/system/files/documents/1702/work-related-mental-disorders-profile.pdf. Also available from: https://www.safeworkaustralia.gov.au/resources-and-publications/statistical-reports/work-related-mental-disorders-profile-2015.