Assessment of Functioning and Working AbilityLaajuus (5 cr)

Objective

General part: Programmes for rehabilitation guidance and planning, physical therapy and occupational therapy: The students can observe functionality as an extensive phenomenon from the viewpoint of their own, the customer and the environment. They are familiar with different assessment methods of functionality and operational environment. They can exploit assessment results in the planning of rehabilitation.

Programme for rehabilitation guidance and planning:
Observing and interviewing, the students can assess the customer's coping with their daily activities and assess their functional and working ability in various environments. The students can exploit different assessment methods of a multiprofessional rehabilitation team. The students understand and know the basics of the structure and operation of the human body. The students can apply the knowledge on anatomy and physiology according to the requirements of their profession both in the assessment of basic positions and movements.

Programme for physical therapy:
The students can reliably examine and analyse the prerequisites and restrictions of human functionality, particularly capability to move. The students can draw the correct conclusions taking into consideration the customer's needs. The Student can operate independently as well as multiprofessionally.

Programme for occupational therapy:
The students know the elements of reliable occupational therapy assessment as part of the overall assessment of the customer's functionality. They can use structured assessment methods, interviews and clinical observation.

Content

Common part of programmes: Systematic assessment of functionality as a tool of a multiprofessional rehabilitation team, objective and reliability of functionality assessment. International classification system of functionality ICF. The assessment methods used in the functionality assessment of children, working and aged customers in accordance with ICF classification. For example, assessment methods measuring coping with daily activities as well as participation opportunities and life quality of the disabled. Pain measures.

Separate studies:
Programme for physical therapy:
Physical basic qualities and measuring them. Assessment of capacity and physical condition. Assessment of muscle functioning and pressing force.


Programme for rehabilitation guidance and planning:
A. Use and application of assessment methods used in assessing the different parts of rehabilitation customers' functional and working ability in the work of a rehabilitation instructor.
B. The basics of human anatomy and physiology:
-General anatomy
- Structure of the locomotor system
- Structure and functioning of the cardiovascular system
- Structure and functioning of the respiratory system
-Kinesiology and the assessment of position and movement


Programme for occupational therapy:
Use of assessment methods applicable in the work of occupational therapists. Top-down perspective. Observation, interview adn self-assesment methods.

Qualifications

The students have basic knowledge on the concepts of rehabilitation

Assessment criteria, satisfactory (1)

Physiotherapy:
(5-4)
The student actively participates in education. The practice exercise is logical, and it presents the basics in a comprehensive manner. The presentation of the practice work is clear and fluent. In the skills test, the student demonstrates proper mastery of basic assessment and carries out functionality assessment reliably and fluently. The student is able to analyze customers' actions and draw conclusions as well as observe the whole.
In the theory test, the student shows accurate and exact assimilation of knowledge.
(3)
-The student actively participates in education. The practice exercise presents the basics, and the presentation of the work is clear. In the skills test, the student demonstrates mastery of basic assessment and carries out functionality assessment reliably.
In the theory test, the student demonstrates mastery of the main subjects.
(2-1)
The student's knowledge consists of scattered but relevant details. Actuation during the skills test is hesitant and searching, but the logic and basics for that do exist. The student has completed the tasks agreed appropriately.
Fail (0)
The student's knowledge is lacking and his/her actuation is illogical and hesitant. The student is not capable of self-assessment. The practice work and reports are limited, and the student has not familiarized him/herself with the task in an appropriate manner.

Rehabilitation guidance and planning
(5-4)
In his/her task, the student demonstrates, through the ICF framework, understanding of the limitations and resources of the person under rehabilitation and, based on these, can draw conclusions to support the rehabilitation process.
The student can make good use of his/her basic knowledge of human anatomy and physiology in the assessment of a person's capacities.
(2-1)
The student's knowledge about the factors that limit the capacities of the person under rehabilitation or create resources for that person is scattered, but he/she understands the importance of ICF as the framework for assessment of work and operational capacity and, based on these, can draw partial conclusions to support the rehabilitation process.
The student's knowledge of anatomy and physiology consists of loose but relevant details.
More exact information about the learning assessment criteria used shall be provided during the first contact lessons of the course.

Occupational therapy:
(5-4)
The student actively participates in education. The practice exercise and its presentation are logical and the basics are comprehensive. The student demonstrates excellent mastery of the basics of assessment and carries out the assessment reliably and fluently. The student is able to analyze customers' actions and draw conclusions as well as observe the whole.
(3)
The student actively participates in education. The practice exercise and its presentation are logical and show the basics. The student demonstrates proper mastery of the basics of assessment and carries out the capacity assessment reliably and fluently. The student is able to analyze customers' actions and draw conclusions as well as observe the whole.
(1-2)
The student actively participates in education. The practice exercise and its presentation are mostly logical and show the basics. The student shows mastery of basic assessment and carries out the functionality assessment reliably. The student is able to analyze the customer's actions and draws conclusions while observing the customer as a whole.
Fail (0)
The student does not participate actively in education. In the practice exercise and in its presentation there are illogical aspects and no basics are shown. There are clear shortcomings in the student 's mastery of basic assessment and in its reliable implementation. The student's skills in analyzing customers' activities are significantly lacking, and the conclusions drawn are illogical.