Competiences

Competencies.



1.1
Physiology 1 and 2 pages 59+ 75. (see course curriculum booklet)
Abnormal patterns of movement. Fractures- gait analysis+ brain injuries. M.S. Spinal cord injuries. Pages 63-65 and pages 87-89. (see course curriculum booklet)

1.2
Anatomy 1. pages 56-58. (see course curriculum booklet)
Anatomy 2 pages 72-74. (see course curriculum booklet)
Practical bone surfaces and bone structures. Pages 56-58 and pages 72-74. (see course curriculum booklet)

1.3
Physiology 1 and 2 pages 59+75. (see course curriculum booklet)
Musculoskeletal page 63. (see course curriculum booklet)
Practical development 3- mental health and stress management page 182 and pages 133-136. (see course curriculum booklet)
Behavioural perspectives in health and illness page 115. (see course curriculum booklet)
Musculoskeletal 4- physiological and psychosocial pain page 101.
(see course curriculum booklet)
1.4
Musculoskeletal 5 pages 106-109 ergonomics. (see course curriculum booklet)
Management issues page 128 health promotion. (see course curriculum booklet)
Practical development 3 page 133. (see course curriculum booklet)

1.2.2
Respiratory care- surgery page 165. (see course curriculum booklet)

1.2.3
Electrotherapy pages 69-71. (see course curriculum booklet)
Clinical placement 1,2,3,4. using electrotherapy modalities autonomously. See CTPR 1000 hours.

1.2.4.
Musculoskeletal 1 pages (63-68), 2 (78-82), 3 (91-93), 4 ( 99-101), 5 (106-109). (see course curriculum booklet)
Manual handling practical and updates each term.
Hydrotherapy and hydro practicals pages 63-68 and 173. (see course curriculum booklet)
Massage page 65. (see course curriculum booklet)
Cardiopulmonary rehab1 pages 104-114. (see course curriculum booklet)
Clinical placement 5, cardiac rehab classes and practical demonstrations.
Neurological rehab 1 pages 87-90. neurological rehab 2 pages 94-98.
Clinical placement 3 and 4. (see course curriculum booklet)
Practical development(P.D.) 1 pages 102-105, P.D. 2 pages 122-125. P.D. 3 pages 133-136. (see course curriculum booklet)

1.2.5
Clinical placement 1,2,3,4,5. See CTPR 1000 hours.
Neuro rehab 1 page 87-90. (see course curriculum booklet)
Hydrotherapy page 66. (see course curriculum booklet)
Movement pages 79-80. (see course curriculum booklet)
Cardiopulmonary pages 110-114. (see course curriculum booklet)
Womens health page 104. (see course curriculum booklet)

1.3.1
Downloaded and studied the following documents;
primary health care strategy 2001
ANZHP 2005;2:9 journal
Quality health new Zealand.
And sourced, Australia and New Zealand Health Policy | Full text | General practice and the New Zealand health reforms - lessons for Australia?

1.3.2
researched and downloaded the following materials and documents;
New Zealand ministry of health.
New Zealand health and disability system.
Sourced, www. Moh.govt.nz/moh.n.sf
New Zealand statement of intent 2006 to 2009
New Zealand health information services
www .everybody.co.nz
District health Boards(DHBS) and hospitals in new Zealand
www. Dhbnz.org.nz
www .everybody.co.nz/pageHowThe NewZealandHealthSystemWorks
www. Hospitalmanagement.net/projects/Auckland/
Health Research Council of new Zealand.
An introduction to new Zealand law and legal information 2002.
www. Llrx.com.features/newzealand
New Zealand physiotherapy Standards of practice 1-15.
www. Physiotherapy.org.nz/index02/publications/index-stds-of-practice.
New Zealand society of physiotherapists.

1.3.3
Read and studied the document attached to registration guidelines.


1.3.4
Research 1 pages 119-121. (see course curriculum booklet)
Research 2 and 3 pages 126-127. (see course curriculum booklet)

1.4.1
Behavioural perspectives in health and illness page 115-118. (see course curriculum booklet)
General objectives 137. (see course curriculum booklet)

1.4.2
Musculoskeletal 1 pages (63-68), 2 (78-82), 3 (91-93), 4 ( 99-101), 5 (106-109). (see course curriculum booklet)
Neurological rehab 1 pages 87-90 and neurological rehab 2 pages 94-98. (see course curriculum booklet)
Cardiopulmonary pages 110-114. (see course curriculum booklet)

1.4.3
Clinical studies page 85 (communication and interpersonal skills) in health and illness 115-116. (see course curriculum booklet)
Clinical placements 1,2,3,4,5. parts 1 and 2 of CTPR. See CTPR 1000 hours.

1.4.4
Group interpersonal skills page 116. objectives number 5. (see course curriculum booklet)

1.4.5
Management issues pages 138-131. (see course curriculum booklet)

1.4.6
Behavioural perspectives in health and illness pages 115-117. (see course curriculum booklet)

2.1
Clinical placements 1,2,3,4,5 See CTPR 1000 hours.
Clinical preparation 85 and communication. (see course curriculum booklet)
Clinical studies pages 83-86. (see course curriculum booklet)

2.2
Practical development 1 pages 102-105. (see course curriculum booklet)
Elderly care and oncology pages168 and 182. (see course curriculum booklet)

2.3
Assessment page 140. (see course curriculum booklet)
Clinical studies pages 83-86. (see course curriculum booklet)
Clinical placements 1,2,3,4,5 See CTPR 1000 hours.

2.4
Assessment page 140 (see course curriculum booklet)
Clinical studies pages 83-86. (see course curriculum booklet)
Clinical placements 1,2,3,4,5 See CTPR 1000 hours.

2.5
Musculoskeletal 1 pages (63-68), 2 (78-82), 3 (91-93), 4 ( 99-101), 5 (106-109). (see course curriculum booklet)

2.6
Clinical studies pages 83-86. (see course curriculum booklet)

2.7
Clinical studies pages 83-86. (see course curriculum booklet)
Clinical placements 1,2,3,4,5 See CTPR 1000 hours.

2.8
Clinical placements 1,2,3,4,5 See CTPR 1000 hours.

2.9
Clinical placements 1,2,3,4,5 See CTPR 1000 hours.
Cards and record keeping in Portfolio.

2.10
Clinical placements 1,2,3,4,5 See CTPR 1000 hours.
Goal setting with patients.

3.1
Clinical placements 1,2,3,4,5 See CTPR 1000 hours.
MDT meetings-goal settings.
Cardiac rehab with nurses, doctors, psychologist, nutritionist.

3.2
Cardiac + pulmonary rehab class in the community pages 110-114. (see course curriculum booklet)

3.3
Clinical placements 1,2,3,4,5 See CTPR 1000 hours.
Outcomes used on placements.

4.1
Clinical placements 1,2,3,4,5 See CTPR 1000 hours.
Patients right to withdraw treatment at any time and patient not wanting treatment in elderly care+ respiratory rehab. Patients that are sick so no mobility exercises.
Code of practice and core standards.

4.2
Electrotherapy pages 69-71. contraindications. (see course curriculum booklet)
Health and safety policies before every placement.

4.3
Clinical placements 1,2,3,4,5 See CTPR 1000 hours.

4.4
Clinical placements 1,2,3,4,5 See CTPR 1000 hours.
MDT’s
Surgical clinics with consultants while on placements.

4.5
Clinical placements 1,2,3,4,5 See CTPR 1000 hours.

4.6
Clinical placements 1,2,3,4,5 See CTPR 1000 hours.

4.7
Outcomes used in placements.
Reassessment for improvements/reflection , See Portfolio

4.8
Clinical placement 5 intermediate care for respiratory patients on their return to the community or back home
Community setting in community centres for cardiac and pulmonary rehab exercise classes.

5.1
Clinical placements 1,2,3,4,5 See CTPR 1000 hours.

5.2
Clinical studies pages 83-86. (see course curriculum booklet)
Cardiac rehab classes placement5.
Whiplash classes placement 3.
Core stability classes placement 1.
MDT.
Joint sessions with occupational therapists.

5.3
Clinical studies pages 86-88. (see course curriculum booklet)
Behavioural perspectives in health and illness (psychology and communication studies) pages 115-118. (see course curriculum booklet)

5.4
Clinical placements 1,2,3,4,5 See CTPR 1000 hours.
Clinical studies pages 86-88. (see course curriculum booklet)

5.5
Clinical placements 1,2,3,4,5 See CTPR 1000 hours.

5.6
Clinical placements 1,2,3,4,5 See CTPR 1000 hours.

5.7
Practical development 2 pages 122-125. (see course curriculum booklet)
Learning disabilities.
Behavioural perspectives pages 115-118. (see course curriculum booklet)
Clinical placement 2 Joss cardwell centre for neuro rehab and head injuries.

5.8
Clinical studies page 83. (see course curriculum booklet)
Practical development 1 page 104 9group work skills /peer assessment/video taping/role plays).

6.1
Clinical placements 1,2,3,4,5 See CTPR 1000 hours.
Goal setting. See record cards in portfolio.
Patient record cards.

6.2
Research 1 page 119. (see course curriculum booklet)
Research II/III page 126. (see course curriculum booklet)
Clinical placements 1,2,3,4,5 See CTPR 1000 hours.

6.3
Research II/III page 126. (see course curriculum booklet)

6.4
Musculoskeletal practicals pages 1 3-68), 2 (78-82), 3 (91-93), 4 ( 99-101), 5 (106-109). (see course curriculum booklet)
Anatomy practicals (bones and muscles)
Booking rooms for MDT meeting on placements.
Management issues and group assessments.
Research I/II/III pages119-121 and 126-127. (see course curriculum booklet)

6.5
Clinical placements 1,2,3,4,5 See CTPR 1000 hours.
Clinical reflection pages. See Portfolio.

7.1
Management issues pages 128-131. (see course curriculum booklet)
Clinical placements 1,2,3,4,5, See CTPR 1000 hours.
MDT meetings.

7.2
Clinical studies pages 83-88. (see course curriculum booklet)
Clinical placements 1,2,3,4,5 See CTPR 1000 hours.
Behavioural perspectives pages 115-118. (see course curriculum booklet)

7.3
Clinical placements 1,2,3,4,5 See CTPR 1000 hours.
Standards of practice NZSP 2005 http://www.Physiotherapy.org.nz/inde...ds-of-practice.
Management issues pages 128-132. (see course curriculum booklet)

7.4
Cardiac rehab/pulmonary rehab pages 110-114. (see course curriculum booklet)
Management issues pages 128-131. (see course curriculum booklet)

7.5
Research I/II/III pages119-121 and 126-127. (see course curriculum booklet)
Clinical placements 1,2,3,4,5 CTPR 1000 hours.

7.6
Management issues pages 128-131. (see course curriculum booklet)

7.7
Clinical placements 1,2,3,4,5 (record cards CTPR 1000 hours. And portfiolio.
Legal responsibilities and implications of accurate record keeping and report writing pages 128, objective 8. (see course curriculum booklet)

7.8
Clinical placements 1,2,3,4,5 CTPR 1000 hours.

7.9
MDT roles on all of placements.

7.10
C.S.P professional standards
Professionalism on all placements.

8.1
Research I (proposal) pages 119-121. (see course curriculum booklet)

8.2
Research II/III pages119-121 and 126-127 (see course curriculum booklet)

8.3
Research I/II/III pages 126-127. (see course curriculum booklet)

8.4
Research III 126-127. (see course curriculum booklet)

8.5
Research II/III (van tulder scale and PEDRO scale)

8.6
Research II/III pages. Dissertation.

9.1
Clinical placements 1,2,3,4,5 CTPR 1000 hours.
Clinical reflections page 148 (see course curriculum booklet)
Autonomous community work and rehab clinical placement 5.

9.2
Clinical reflection page 148. (see course curriculum booklet)
Clinical placements 1,2,3,4,5 CTPR 1000 hours.

9.3
Portfolio.

9.4
CPD portfolio
Assessment CTPR 1-5 pages. CTPR 1000 hours.
Applying for HPC CSP and New Zealand registration shows commitment to advance knowledge.

10.1
Clinical placements 1,2,3,4,5 CTPR 1000 hours.
Management issues, law, legal, consent page128-132 (see course curriculum booklet)

10.2
Community rehab clinical placement 5.
Health promotion and management issues.

10.3
CPD portfolio
Clinical studies pages 83-88. (See course curriculum booklet)

10.4
Management issues-ethical. 128-132. (See course curriculum booklet)
Codes of practice and standards.

10.5
Clinical placements 1,2,3,4,5 CTPR 1000 hours.

Dear Phy,

Thanks for sharing these information, I think it is of great help to especially the ones who are only starting the process. Are you accepted now in NZ?
My application was returned to me, sadly, due to insufficient course curriculum. My uni has never issued anything like that so they're confused how to do it. So am I actually. I could see from your post that the curriculum you have is in a form of booklet and is quite long (about 200pages). I'm looking for as much information as I can on how such curriculum should look like so I could guide my uni (I qualified in Poland, currently working as physio in Ireland. I guess no one from my uni ever tried to applied to NZ).

I would appreciate your tips - or even more an example page from your curriculum describing a module/paper.

sorry if i'm asking for too much - I'm just desperate at the moment.

Regards,
Weronika

i GAINED MY REGISTRATION IN NEW ZEALAND AS I HAVE A BSC HONS DEGREE FORM THE UK AND WAS REGISTERED WITH THE CSP UK. yOUR UNI SHOULD BE ABLE TO GIVE YOU THE COURSE CIRICULIUM OF THE EXACT SUBJECTS AND COURSE CONTENT YOU STUDIED OVER THE 4 YEAR DEGREE. i DONT HAVE THE CIRICULIUM BOOKLET NOW SO I DONT Have the pages. You are however registered in Ireland and there has been some problems with Irish students getting registered due to the influence of Physiotherapists working for these Physical therapists that ARE WORKING IN iRELAND AND ARE VERY BAD FOR THE CHARTERED ASPECT OF PHYSIOTHERAPY DUE TO THEM COMMING TO NEW ZEALAND AND ARE NOT CLINICAL ENOUGH AS THEY HAVE BEEN WORKING FOR PHYSICAL THERAPISTS AND HAVE FORGOTTIEN THEIR CLINICAL REASONING. tHE HEAD OF OTAGO UNI IN NEW ZEALAND WHICH IS THE ONE WHERE MULLIGAN AND MC KENZIE TEACH AT IS FROM NORTHERN IRELAND DAVID BAXTER AND THE PHYSIOTHERAPISTS ARE FINDING IT HARD TO GET REGISTERED. HOW IS THE JOB SITUATION IN IRELAND?

Hi Veronix,
I'm sure your uni has a curriculum, how else would you have known what your bachelor is all about?
A curriculim is a description of your study scheme, also sometimes called course handbook, student handbook, etc. It includes information about the timetables, how the modules are delivered, how students are assessed, how the final exam is administered etc. and gives detailed module desciptors including objectives, materials used, prerequisites, etc.
Wikipedia lists examples of curricula for different topics. Physio is not among them, but there you could have a look just to get an idea.
And it has to be in English ...

PHY: McKenzie and Mulligan are taught all over NZ and not just at Otago University.
The NZ Physioboard publishes a yearly infobook to it's members, also giving numbers of foreign Physios registering in NZ. As far as I can remember, the number of Irish Physios is really high, and the registration process for them is easy, as their degree is similar/ identical to the NZ ones. They don't even need any clinical experience, as their degree is 4 years long. I heard from a British Physio that it is difficult for them, as they need one year clinical experience (since they only do 3 years of study) before their NZ application is accepted. The work situation for new grads in the UK seems to be really bad, so that makes it hard.

May I also remind you, Veronix, that the competencies as described by PHY above are no longer valid. Since the 1. October (I thinK), a new competency chart has come out. There is a recent post in this category, which describes this very well.

Good luck,
Fyzzio

Phy and Fyzzio

THank you both for you reply. Appreciate this.
Yes I know about the new competencies and as NZ sent back my whole application pack I have to do the new competencies.

Thanks for the tips about course curriculum. I know it seems obvious that unis should have booklets available but this is Poland, slightly different system. Everything is backwards - well not really but I've never seen any booklets and it is not available on website.

I'm fortunate to have good job in Ireland but generally it's very tough and I've never heard about physios working for physical therapists. huge number has gained registration in NZ.

THank you both again,

V.

Quote:

---

... AS THEY HAVE BEEN WORKING FOR PHYSICAL THERAPISTS ...

---

Yep, I don't quite get that quote either.
In NZ we are called Physiotherapists. Physical Therapist is the title used in the USA, etc.
There are no "Physical Therapists" here. Maybe he/she was talking about Personal Trainers?
Cheers,
Fyzzio

There are physical therapists in Ireland - but they are not qualified from uni and not in clinical settings and disciplines. They just do a course in musculoskeletal problems. They don't have the medical part of training, no respir, no neuro, peds, surgical etc.
The job situation is difficult here but I haven't came across the issue of physios working for physical therapists. The new grads just take any voluntary work with teams, marathons, hospital. They do observations in hospitals. or just leave the country.


THe curriculum - my uni def does not have anything like that - and I'm afraid it's going to take ages to get it off them. THey already told me it is not possible to include the literature in the curriculum!!!! arghhh

anyway - hope you well and happy in NZ

cheers

Hey all - I have been loitering in this forum for a while now but haven't really posted before - just looking at starting to put my portfolio together. Sorry to hijack this thread a little bit - but figured it was all relevant to the title!!

PHY, thank you for posting the thread. I know the competancies have changed from tehse now but just have a quick question. How are you guys (that have been accepted) laying out the evidence?

PHY did you literally just reference where the information could be accessed, as shown in the post above or did you expand on it?

In Spud1976's thread he has written a bit more about each competancie and then referenced it

e.g.
.1.1 Analyse normal and abnormal patterns of human development.

The analysis of normal and abnormal human behaviour was covered by my undergraduate degree. The physiology module studied taught the importance of the physiological processes in the body associated with a normal functional state, and about the significance of homeostasis in relation to how it is central to maintaining normal processes. The consequences of a dysfunctional homeostasis were also covered (1, pg 59 & 60).

The structure and function of cells including specialised cells of muscle, neural, cardio and vascular systems were also covered (1, p60).
As part of a paediatric module, child development from the age of 0-5 yrs was studied as well as neuromuscular and central nervous system disorders, cerebral palsy, muscular dystrophies, spina bifida (1, pg 124). As part of the Practical Development module elderly care was covered where the physiological changes of aging were studied (1, pg 104). This module also dealt with the incidence, aetiology and medical management of learning disabilities and psychiatric illness (1, pg 135).

Behavioural perspectives in health and illness were also covered in the syllabus identifying the importance of the biopsychosocial model of health, and understanding the relationship between health and illness from a behavioural perspective. The module also highlighted the relationship between behaviour and CNS mechanisms and impairments, including, for example, agnosia, dysphasia and dyspraxia (1, pg 116).

As part of ‘Research II /III’ a small-scale research project was undertaken. This studied the risk factors for coronary heart disease in adolescents including smoking, alcohol and lack of physical activity, with relation to social, cultural and environmental aspects (2, pg v).

ref
1. Syllabus
2. Dissertation

http://www.physiobob.com/forum/worki...me-advice.html


Obviously I want my application to be as comprehensive as necessary (as I only want to have to do it once) but don't particularly want to spend too much more time on it than I need to (there are too many other things to be doing as a junior physio going onto a new rotation!!!!!!).

Cheers for any advice guys

Formal education is but an incident in the lifetime of an individual. Most of us who have given the subject any study have come to realize that education is a continuous process ending only when ambition comes to a halt.

Hi PHY, was the list above all you had to do to gain NZ registration? Did you not have to attach reflections, essays, exam results to show you completed all of these successfully? I also do not get the clinical placement part, please explain if there is mpore to it than shown above.

Thanks Tom