Physiotherapy in Public Health Challenges and in ElderlyLaajuus (10 cr)

Objective

The students can assess reliably and holistically the functionality of elderly people and people suffering from the most common public health illnesses and they can apply physical exercise considering the special needs. The students can apply the physiotherapeutic methods to promote functionality and to assess the impact of the exercise and therapy.

Content

Effects of the most common public health illnesses and aging in functionality and the potentials of physiotherapy and physical activity as Health Promote. Cardiovascular illnesses. Illnesses of the respiratory system (asthma, COPD). Metabolic syndrome. Overweight. Diabetes, Breast cancer. Amputation, hip fracture and arthrosis patients. Disorders of the pelvic diaphragm, assessment methods and making conclusions as well as physiotherapy. The most common mental disorders (paramnesia, depression, drug addictions, eating disorders, neuroses, chronic fatigue syndrome, schizophrenia. Pre- and post-operative patient’s physiotherapy. Psychological physiotherapy. Concepts of adapted physical education and different adapted forms of physical activity as well as their supervision.

Qualifications

Assessment of functional and work capacity and mastering of Therapeutic Practice (part 1) and Physical Activity as a Promotor of Functioning.

Assessment criteria, satisfactory (1)

Excellent (5) Very good (4)
The student actively participates in education and takes responsibility while considering others in his/her activities. He/she possesses extensive knowledge and skills, justifies his/her actions, and creates new solutions. The student knows how, on the basis of assessment and clinical reasoning, to plan purposeful and safe physiotherapy and apply physical exercise while taking into account a person's special needs. In his/her written tasks, the student demonstrates an ability to describe and justify the phenomena of the subject area critically through one's own thinking and by utilizing evidence-based sources appropriately and in a variety of ways.
Good (3)
The student actively participates in education and follows the agreed ways to act. He/she possesses good knowledge and skills, justifies his/her actions, and tries to combine and apply knowledge and skills. The student tries, on the basis of assessment and clinical reasoning, to plan physiotherapy and apply physical exercise, taking into account a person's special needs. In his/her written tasks, the student demonstrates an ability to describe and justify the phenomena of the subject area by utilizing sources appropriately and in a variety of ways.
Satisfactory (2) Adequate (1)
The student actively participates in education and carries the responsibility for his/her tasks. The student's knowledge consists of loose, but nevertheless relevant details; the skills are lacking, and difficulties occur in drawing conclusions. The student knows how, on the basis of assessment and clinical reasoning, plan purposeful and safe physiotherapy and apply physical exercise while taking into account a person's special needs. In the student's work, very little to connect between the things presented can be found; reflexion remains scanty. Nevertheless, there are references to the literature in the field, and source references have been used.
Fail
The student does not participate actively in education or take the responsibility for his/her tasks. The student's knowledge is lacking, and his/her actuation is illogical. The student does not know how to assess and plan physiotherapy or group exercise. Great shortcomings in written tasks.