Unit description
Introduces students to workplace assessments, job analyses, functional assessments and return to work plans for injured workers. Students will design and conduct workplace assessments based on current knowledge of ergonomics and related areas, critically evaluate and design functional assessments, and analyse, interpret and synthesise assessment results to develop appropriate interventions and design treatment plans for injured workers.
Unit content
Module 1 – Ergonomics and Workplace Assessments
- Evidence-base for work-related musculoskeletal injuries
- Legislation and codes of practice
- Hierarchy of controls
- Anthropometry
- Static versus dynamic work
- Repetitive work
- Sitting
- Standing
- Computer workstations
- Manual handling
Module 2 – Functional Assessments
- Types of functional assessments
- Content of work-related assessments and Functional Capacity Evaluations (FCEs)
- Standardised and non-standardised assessments
- Research base of work-related assessments
- Application to case studies
- End-point determination
- Biomechanical
- Psychophysical
- Physiological
- Triangulation of data
- Documentation and interpretation of assessment results
Module 3 – Return to Work Plans
- Overview and hierarchy of return to work
- Evidence for efficacy of workplace-based rehabilitation
- Development of goals/objectives
- Graded return to work
- Application to case studies
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.
Learning outcomes and graduate attributes
| On completion of this unit, students should be able to: | GA1 | GA2 | GA3 | GA4 | GA5 | GA6 | GA7 | |
|---|---|---|---|---|---|---|---|---|
| 1 | apply evidence-based knowledge to assess job duties/tasks and work environments, and identify and prioritise risks/hazards using the Hierarchy of Controls. | Intellectual rigour | Creativity | Knowledge of a discipline | Lifelong learning | |||
| 2 | using multiple data collection methods and sources, design, justify and conduct a workplace assessment/job analysis that meets the requirements of relevant legislation and professional standards. | Creativity | Ethical practice | Knowledge of a discipline | Lifelong learning | |||
| 3 | critically evaluate currently available standardised and non-standardised functional assessments. | Intellectual rigour | Knowledge of a discipline | Lifelong learning | ||||
| 4 | using multiple data collection methods and sources, design and justify and conduct functional assessments that meet the requirements of relevant legislation and professional standards. | Creativity | Ethical practice | Knowledge of a discipline | Lifelong learning | |||
| 5 | analyse, interpret, document and communicate assessment results. | Knowledge of a discipline | Lifelong learning | |||||
| 6 | using evidence-based justification, synthesise assessment results to develop appropriate recommendations for intervention, and design treatment plans. | Intellectual rigour | Knowledge of a discipline | Lifelong learning | Communication and social skills | |||
Teaching and assessment
Fee information
Domestic
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2016 Commonwealth Supported only. Student contribution band: 2
Fee paying courses
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International
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