Terapeuttinen harjoittelu I (3 cr)

Evaluation scale

0-5

Objective

Student knows how to apply evidence-based data case by case when planning physiotherapy
Student can
-apply various tools and techniques related to different patient assistance
- apply different therapeutic treatments of exercises for the cardiovascular organs and respiratory organs in therapy with different client groups
- apply different methods of relaxation, principles and implementation of exercises that improve body image and body awareness in therapy with different client groups

Content

Factors that facilitate movement and mobility, anatomical and physiological movements, helping the patient by utilising various tools and conditions. Exercising day to day activities. Application of exercises for the cardiovascular organs and respiratory organs. The principles and methods of relaxation, principles and implementation of exercises that improve body image and body awareness

Materials

Bäckmand H. (toim.) 2010. Hyvä hengitysterveys. Opas hengityssairauksien ehkäisyyn ja hoitoon. Opas 12. THL. Yliopistopaino. Helsinki. http://www.thl.fi/thl-client/pdfs/390c7a02-e015-4262-8dc1-ed38e3d2f2f7Herrala J, Hämäläinen P, Järvinen M & Karivaara E (toim.) 2000. Hengityshoito 4.Herrala H, Karhola T, Sandström M 2008. Psykofyysinen ihminen.Kauranen K 2011. Motoriikan säätely ja motorinen oppiminen. Martin M, Seppä M, Lehtinen P, Törö T, Lillrank B 2010. Hengitys itsesäätelyn ja vuorovaikutuksen tukena. Mediapinta Sandström M, Ahonen J 2011. Liikkuva ihminen. Tamminen-Peter L, Wickström G2013. Potilassiirrot.Käypä hoito suositukset Suomen Fysioterapeuttien Fysioterapiasuositukset

Completion alternatives

Distance learning: Active participation in e-learning, video task, Learning diary, guidance assignments, practical exam in contact teaching

Student workload

81

Assessment criteria, satisfactory (1)

Excellent (5) The student demonstrates an extremely broad knowledge and set of skills in therapeutic exercise, part I and is able to give reasons for his/her actions, as well as create new solutions and work constructively as part of a team. The student is proficient in guidance and manual work, and his/her conclusions are well thought out. The student takes ergonomics into consideration and is able to give constructive self-assessments and peer reviews. The student’s written assignments demonstrate the ability to describe and give reasons for the subject area’s phenomena through critical thinking and the diverse and proper use of evidence-based sources. The student has followed the JAMK reporting instructions for written assignments.

Very good (4) The student demonstrates a broad knowledge and set of skills in therapeutic exercise part I and is able to give reasons for his/her actions, as well as create new solutions and work constructively as part of a team. The student is proficient in guidance and manual work, and his/her conclusions well thought out. The student takes ergonomics into consideration and is able to give critical self-assessments and peer reviews. The student’s written assignments demonstrate the ability to describe and give reasons for the subject area’s phenomena through critical thinking and the diverse and proper use of evidence-based sources. The student has followed the JAMK reporting instructions for written assignments.

Good (3) The student demonstrates knowledge and skills in therapeutic exercise part I, is able to give reasons for his/her actions, strives to link and apply information and skills, and works constructively as part of a team. The student is skilled in guidance and manual work, his/her conclusions are correct, and he/she takes ergonomics into consideration in his/her actions. The student is able to give self-assessments and peer reviews. The student’s written assignments demonstrate the ability to describe and give reasons for the subject area’s phenomena by utilising diverse and proper evidence-based sources. The student has followed the JAMK reporting instructions for written assignments.


Satisfactory (2) The student works constructively as part of a team. The student’s knowledge consists of fragmented details that are subject-related in therapeutic exercise part I. The student demonstrates uncertainty in guidance and manual work. The student's ergonomics are lacking, and he/she has difficulty in drawing conclusions. The student has assessed both himself/herself and his/her course mates. The student has completed the agreed upon assignments. The student’s assignments display few connections between presented topics and very little analysis. However, the student has summarised the field's literature and listed sources. The student has followed the JAMK reporting instructions for written assignments.

Below average (1) The student works constructively as part of a team. The student’s knowledge consists of fragmented details that are subject-related in therapeutic exercise part I. The student demonstrates uncertainty in guidance and manual work. The student's ergonomics are lacking, and he/she has difficulty in drawing conclusions. The student has assessed both himself/herself and his/her course mates. The student has completed the agreed upon assignments. The student’s assignments display few connections between presented topics and very little analysis. However, the student has summarised the field's literature and listed sources.

Fail (0) The student does not work constructively as part of a team. The student’s knowledge is lacking in therapeutic exercise part I, and his/her actions and manual work appear illogical and uncertain. The student does not take ergonomics into consideration. The student is unable to do a self-assessment. The student’s written work shows a lack of familiarity with the subject area covered in the text, and the information presented repeat

Qualifications

Knowledge of anatomy and physiology
Competence in functionality assessment
Motor development and learning