Physiotherapy

Career
Pathway
Competence Framework
Version 3.4

physiotherapy.asn.au
Contents

INTRODUCTION ....................................................................................................................................... 3
GLOSSARY (under construction) ............................................................................................................. 9
ROLE 1: PHYSIOTHERAPY EXPERT ......................................................................................................... 10
ROLE 2: COMMUNICATOR .................................................................................................................... 18
ROLE 3: COLLABORATOR ....................................................................................................................... 26
ROLE 4: LEADER..................................................................................................................................... 30
ROLE 5 : HEALTH ADVOCATE ................................................................................................................ 35
ROLE 6 : SCHOLAR ................................................................................................................................. 38
ROLE 7 : PROFESSIONAL ........................................................................................................................ 46
BIOBLIOGRAPHY.................................................................................................................................... 53

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INTRODUCTION
Physiotherapy career training involves a progression in levels of performance of competencies from
commencing practice in a particular area of practice and which may culminate at the level of a
specialist practitioner.
The physiotherapy career pathway competence framework uses, as a starting point, the roles, key
and enabling competencies of the CanMEDS Physician Competency framework 1 (Frank, Snell &
Sherbino, 2015) which is structured around seven roles of a physician: Medical Expert,
Communicator, Collaborator, Leader, Health Advocate, Scholar and Professional. The recently-
developed Physiotherapy practice thresholds in Australia and Aotearoa New Zealand 2 for entry-
level practitioners were loosely based on CanMEDS, but with variation on the roles and with quite
different key and enabling competencies. The Physiotherapy Competence Framework for the
Career Pathway aligns directly with CanMEDS. A comparison is shown in Table 1.

Table 1: Comparison of CanMEDS and Physiotherapy Roles

Physiotherapy practice Physiotherapy Competence

CanMEDs 2015 thresholds 2015 Framework 2016

Medical Expert Physiotherapy practitioner Physiotherapy Expert

Communicator Professional and ethical Communicator
practitioner
Collaborator Communicator Collaborator
Leader Reflective practitioner and Leader
self-directed learner
Health Advocate Collaborative practitioner Health Advocate
Scholar Educator Scholar
Professional Manager/Leader Professional

In both the CanMEDS and Physiotherapy practice thresholds, each role is defined, and a set of key
competencies are outlined. Each key competency has a number of enabling components.

Competence is an attribute of a person (Khan & Ramachandran, 2012), and a competence statement
describes what that person is able to do in clinical practice (Boursicot, et al 2011). Competency is
defined in CanMEDS as an observable ability of a health professional that develops through stages
of expertise from novice to master clinician (Frank, Snell & Sherbino, 2014, p.7).

The physiotherapy framework aims to describe stages along a continuum of performance from
Commencement to Specialisation in an area of physiotherapy practice. This approach is analogous
to the CanMEDS Milestones (Frank, et al., 2014), in which a level of performance is described
across six points in Physician/Surgeon training from Residency to Advanced expertise.

1
Developed by the Royal College of Physicians and Surgeons of Canada in the 1990s and revised in 2015.
http://canmeds.royalcollege.ca/en/about
2 Available from the Physiotherapy Board of Australia file:///C:/Users/Megan/Downloads/Physiotherapy-Board---

Physiotherapy-practice-thresholds-in-Australia-and-Aotearoa-New-Zealand.PDF
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For the Physiotherapy Career Framework, which includes diverse learning opportunities, four career
stages are proposed as appropriate points on the learning continuum at which to describe
performance. The levels are Commencement, Intermediate, Advanced and Expert and are described
in Box 1.

Box 1: Description of performance levels

Level 1: A Physiotherapy practitioner at this level is able to independently manage

a range of clients with relatively common conditions, such that the clients
Commencement
major goals are established and management is delivered safely and
effectively. While achieving this, the practitioner is aware of their
limitations and where to seek assistance. Performance in the area of
practice at this level is expected of new graduates, overseas-trained
physiotherapists seeking registration, physiotherapists seeking to re-enter
the workforce and for practising physiotherapists moving into the area of
practice.

Level 2: A Physiotherapy practitioner at this level is able to safely and effectively

Intermediate manage clients with more complex presentations and would be expected
to be involved in supervision of students and mentoring less experienced
staff.

Performance at this level is expected of practitioners with some years of

experience in a particular area of physiotherapy practice and who have
undertaken relevant further learning or qualifications in their area of
practice.

Level 3: A Physiotherapy practitioner at this level will be able to safely and

Advanced effectively manage all but the most complex client presentations in their
area of practice and will be expected to be involved in
mentoring/supervision, teaching, and/or research. Performance at this
level is expected for a physiotherapy practitioner who has achieved at
least a post-qualification Masters-level degree in their area of practice, or
has demonstrated competence equivalence

Level 4: A Physiotherapy practitioner at this level will be able to manage the most
Expert complex and difficult client presentations in their area of practice, often as
a point of expert clinical review, opinion or referral. The Physiotherapist
will be involved in mentoring/ supervision, teaching and/or research and
will be nationally recognised by their peers as a leading practitioner in the
field of practice. Performance at this level is expected for a physiotherapy
practitioner who has achieved at least a post-qualification Doctoral-level
degree in their area of practice, or has demonstrated competence
equivalence. Performance at this level is expected of a Fellow of the
Australian College of Physiotherapists.

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The four levels can be viewed as broadly aligning with the four levels articulated in the National
Common Health Capability Resource (Health Workforce Australia, 2012):

Level 1Work within a known and stable context, consulting when anomalies arise before
taking action.
Level 2 Act independently on routine tasks within scope, and in response to knowable
dilemmas
Level 3 Act independently in complex situations within scope, and in response to
unknowable dilemmas
Level 4 Provide vision and direction, and shape and implement strategies and initiatives that
enable others to perform as required

The four stages of career progression can be mapped to the novice to master framework of Khan
and Ramachandran (2012), which itself builds on earlier frameworks (Table 2). The earlier stages
(incompetent, novice, advanced beginner) relate to pre-qualification learning and are not shown.

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Table 2: The career stages mapped to levels of performance, performer attributes and
supervision/training requirements

APA Career Model of Khan & Ramachandran (2012)

Pathway
Stage of career Level of Supervision or training
development performance Attributes of performer requirements

Commencement Competent Performance not solely based Able to perform routine

on rules and guidelines but also complex tasks.
on previous experience.
Training and
Able to deal with complexity supervision needed for
with analysis and planning. non-routine complex
tasks
Task seen as one construct.
Intermediate Proficient Performance mostly based on Still needing
experience. supervision for non-
routine complex tasks.
Able to perform on acceptable
standards routinely. Able to train and
supervise others
Able to deal with complexity
performing routine
analytically.
complex tasks.
Related options also seen
beyond the given task.
Advanced Expert Performance based on Able to train and
experience and intuition. supervise others
performing routine and
Achieves excellent
non-routine complex
performance.
tasks.
In complex situations moves
easily between analytical and
intuitive solutions.
All options related to the given
task are considered.
Expert Master Performance becomes a reflex Able to train other
in most common situations. experts at national or
international level.
Sets new standards of
performance.
Mostly deals with complex
situations intuitively.
Has a unique vision of what
may be possible related to the
given task.

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The CanMEDS roles, key and enabling competencies have been adapted to form the basis of the
Physiotherapy Career Pathway Competence Framework. The development of performance levels
have been guided by the need for clarity of purpose, concise wording to facilitate assessment and
avoidance of duplication across domains. Where appropriate, wording has been adapted from the
CanMEDS milestones document.

The performance statements for the four levels are preliminary and incomplete, and are expected to
be substantially refined over time as part of an iterative consultation process with APA members and
other stakeholders. Where no performance statement appears it is considered the same level of
performance is required as the level below.

It is expected that there will be individual variability in level of performance across the key and
enabling competencies. However, on completion of specialist training, a physiotherapist is expected
to be able to consistently perform at or beyond the specialist level.

Box 2 shows the expected alignment of level 1, II and III courses to the performance levels.

Box 2: Alignment of APA courses

Level I APA courses would typically be aimed at the Commencement stage. These
courses are to achieve, in the language of the Australian Qualifications Framework Council
(2013, p.13) broad and coherent knowledge and skills (AQF 7) in a particular area of
practice. These courses serve to introduce new knowledge and skills, or revise and reinforce
basic knowledge and skills required for competent performance in a particular area of
practice.

Level II APA courses would typically be aimed at the Intermediate stage. These courses are
designed to extend knowledge and skills beyond basic level in a particular area of practice
to achieve advanced knowledge and skills for professional/highly skilled work (AQF 8).

Level III APA courses would typically be aimed at the Advanced stage. These courses are
designed to achieve specialised knowledge and skills (AQF 9) in the area of practice.

Level IV Fellowship of the Australian College of Physiotherapists would be aimed at the

Expert level. Learning at this level is intended to achieve systematic and critical
understanding of a complex field of learning (AQF10).

The competence framework reflects the roles undertaken by physiotherapists working in clinical
practice. Physiotherapists may work entirely in non-clinical roles, such as management/
administration, policy and planning, teaching and research. Based on member feedback, modules
or versions of the competence framework may be devised to reflect these non-clinical career
pathways. Some of these non-clinical roles already have established pathways (e.g. academic
pathways for researchers and tertiary teachers). Academics/researchers have a pathway to
Fellowship of the ACP via original contribution.

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While the competence standards apply to all areas of clinical practice, they provide only general
descriptions of performance. The specific skills and knowledge relevant to each area of practice that
would be required to meet the expected performance at each level will be determined by an
appropriately qualified and professionally diverse group. This material would specify what in the
CanMEDs are called Entrustable Professional Activities (EPAs). The activities are entrustable in
that the person has demonstrated an ability to perform the activity without direct supervision. EPAs
therefore direct the design of formative feedback and summative assessment (assessment that is
judged or graded). EPAs are standardised education targets that translate the competence standards
into observable clinical activities (ten Cate, 2013a, 2013b).

The characteristics of a contemporary competence framework (Lester, 2014) are that it:

Reflects the need for practitioners to act intelligently and ethically, and to make judgements in
complex and unpredictable situations, rather than attempting to provide universal
prescriptions for practice
Is capable of being adopted in different practice contexts
Is future proofed by having less reference to specific regulations or other time-limited
documents, specific procedures and current fads
Uses clarity of language to describe competence precisely enough, without becoming over-
prescriptive or resorting to large amounts of detail
Supports valid, robust and consistent assessment

It is important that generic descriptions of performance provided by competence statements are not
confused with the curriculum or a syllabus. In educational design, curriculum refers to the overall
learning outcomes, structure and content of a course, while the syllabus is information specific to a
subject or short course that details the specific learning outcomes, content and assessment. It is only
at the syllabus level that specific topics, knowledge and skills are detailed. While syllabus may
change frequently in response to feedback, changes in evidence and developments in scope of
practice, the higher-level generic competence standards would require review over a longer time
frame.

Each of the seven roles in the Physiotherapy competence framework have a number of Key
Competencies (KC) and each KC is supported by Enabling Competencies (EC). When reading each
EC and progressing through the descriptions of performance from Commencement to Expert, it
should be recognised each performance level builds on the previous. Only the addition of a higher
order performance description will be recorded. In some instances there may be a blank space under
a performance level. This reflects that the previous level descriptor is the performance level expected.

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GLOSSARY (under construction)
Best available This refers to research evidence that is relevant to the practice situation, with a low
evidence risk of bias. Recent, high quality pre-appraised evidence, such as systematic reviews
(where available), provide the best evidence synthesis.

Client Throughout the Competence Framework, client is inclusive of all those who are
personally significant to the client and are concerned with his or her management,
including, according to the clients circumstances, family members, partners,
caregivers, legal guardians, and substitute decision-makers, such as an
organisation.
Clinical Where there is observation or interaction with a client

Culturally safe Culturally safe care is perceived by the health service user as respectful and
care sensitive to their culture, beliefs and identity, free from discrimination and
empowering them in decision-making. An important aspect of cultural safety is
that the health professional has insight into the ways in which their own culture
and cultural values may impact on their clients.

Cultural Describes the capacity to respond to the healthcare issues of diverse

responsiveness communities. (Cultural Responsiveness Framework Guidelines for Victorian health
services, 2009,P4)

Emotionally There is strong and open display of emotion. Examples of emotion include very
charged upset/sad, significant anxiety, anger, aggression

Hidden The hidden curriculum is not part of the formal curriculum of a program of learning.
curriculum It refers to aspects of the learning environment (structures, practices and culture)
that facilitate adoption of attitudes, values and behaviours that reflect
organisational and professional expectations.
Professional Refers to the requirements and responsibilities of the practitioners position.
duties

Universal This approach assumes that your patients may not understand the information
precautions you provide and the advice you give about navigating their way through the health
approach system.(ACSQHC, 2015, p.4)

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 ROLE 1: PHYSIOTHERAPY EXPERT

Definition

As a Physiotherapy Expert, the physiotherapist integrates all of the Physiotherapy Roles, applying knowledge, skills, and professional values in the
promotion of health and provision of high-quality and safe client-centred management.

Description

As a Physiotherapy Expert who promotes health and provides high-quality, safe, client-centred management, the physiotherapist draws upon an evolving
body of knowledge, their skills, and their professional values. They collect and interpret relevant information, make decisions, and carry out diagnostic,
preventative and therapeutic interventions. They do so within their scope of practice and with an understanding of the limits of their expertise. Their
decision-making is informed by best practices and research evidence, and takes into account the clients circumstances and preferences as well as the
availability of resources. Their practice is up-to-date, ethical, and resource-efficient, and is conducted in collaboration with clients, other health care
professionals, and the community. The Physiotherapy Expert Role is central to the function of physiotherapists and draws on the competencies included in
the other roles (Communicator, Collaborator, Leader, Health Advocate, Scholar, and Professional).

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 KEY COMPETENCE ENABLING
COMPETENCE Level 1 Level 2 Level 3 Level 4
1.1 Practise 1.1.1 Demonstrate a Demonstrate a Role-model a commitment
physiotherapy within commitment to commitment to high- to excellence and
their defined scope of excellence, high quality quality care and culturally responsive high-
practice and care and culturally management of their quality client care and
expertise responsive management clients management
of their clients
1.1.2 Apply knowledge of Apply health, social and Apply health, social and Apply health, social and Apply a broad base and
health, social and biomedical sciences to biomedical sciences to biomedical sciences to depth of knowledge in
biomedical sciences identify and manage identify and manage a identify and manage a clinical and biomedical
relevant to the area of common client range of client conditions range of complex client sciences to identify and
practice conditions in their area of practice conditions in their area manage the breadth of
of practice client presentations in
their area of practice
Provide advice on
aspects of their area of Provide expert opinion to
practice to other advise government or
clinicians other organisations or to
provide expert legal
testimony
1.1.3 Carry out Recognise competing Maintain a duty of care Maintain a duty of care Carry out professional
professional duties in the demands in professional and client safety while and client safety while duties in the face of
face of multiple, duties and when balancing multiple balancing multiple multiple, competing
competing demands required, seek assistance competing tasks responsibilities demands
in determining priorities
Teach and role-model how
to prioritise professional
duties

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 1.1.4 Recognise and Recognise that there is a Identify clinical Develop a plan that Recognise and respond to
respond to the degree of uncertainty in situations in which considers the current the complexity,
complexity, uncertainty, all clinical decision- complexity, uncertainty, complexity, uncertainty, uncertainty, and ambiguity
and ambiguity inherent making and ambiguity may play and ambiguity in a inherent in clinical practice
in clinical practice a role in decision-making clinical situation

Adapt management as
the complexity,
uncertainty, and
ambiguity of the clients
clinical situation evolves
1.2 Perform a client 1.2.1 Identify and Identify the concerns and Consider urgency, Iteratively establish
centred assessment prioritise issues to be goals of clients for the feasibility, availability of priorities, considering
addressed in a client consultation. resources, and the perspective of the
encounter comorbidities in client (including values
determining priorities for and preferences) as the
the client interaction clients situation changes
Identify and prioritise and evolves
which issues need to be
addressed during future
visits or with other
health care practitioners
1.2.2 Plan and perform Safely and effectively Focus the client Competently and Skilfully elicit a history,
an appropriate conduct a client encounter, performing it efficiently conduct an perform a physical
assessment interview, and perform a in a time-effective interview and physical examination and select
physical examination for manner, without examination for a diverse appropriate investigations,
clients with common excluding key elements range of clients in their adapting to unanticipated
presentations in routine area of practice. findings.
practice situations. Modify assessment plan
in light of findings. Select relevant tests for Plan and implement an
Seek guidance and the purposes of diagnosis appropriate assessment in
feedback for more Outcome measure and outcome assessment challenging or unusual
complex presentations selection is matched to on the basis of essential situations in their area of

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 Identify risk(s) to be treatment goals. test characteristics practice.
considered Order or recommend
Describe test reliability appropriate common Conduct a clinical
Select commonly used and validity, and for pathology and medical assessment when a second
diagnostic tests diagnostic tests imaging investigations opinion is requested or
likelihood ratios, as relevant to their area of when a high degree of
Select and administer rationale for test diagnostic uncertainty has
practice
appropriate outcome selection. already been established
measures across relevant Recognise uncertainty
domains of the and the need for Perform tests that extend
International assistance or referral in beyond routine practice in
Classification of situations that are the area of practice, in a
Functioning, Disability complex or unusual to manner that peers identify
and Health (ICF). the physiotherapist as highly skilled
1.2.3 Analyse and Utilise clinical reasoning Generate and prioritise Demonstrate clinical
interpret assessment in developing a diagnostic hypotheses. reasoning and ability to
results for the purpose of differential diagnosis draw from a range of
diagnosis, management, relevant to the clients Apply a hypothesis diagnostic and
prevention, and health presentation. testing approach to investigative tests to
promotion differential diagnosis facilitate diagnosis
Identify the clients main and/or explains causes of
problem/s and the most presenting problems. Apply expert pattern
likely cause. recognition, where
appropriate, to the
process of differential
diagnosis.

1.2.4 Establish health Initiate discussions with Assist the client and their Address the clients and Establish goals of care in
management goals in client and their families family to identify his or her familys ideas collaboration with clients
collaboration with about goals of care important goals that about the nature and and their families, which
clients, which may reflect realistic cause of the health may include slowing
include slowing disease Work with the client and expectations. problem, their fears and disease progression,
progression, achieving their family to concerns, and their achieving resolution of
resolution of problems, understand relevant Share concerns, in a expectations of health problems, improving
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 treating symptoms, options for care constructive and care professionals function, treating
improving function and respectful manner, with symptoms, and palliation
palliation Agree goals of the client and their Address the impact of
physiotherapy with family, about their goals the condition on the
clients that are specific, of care when they are clients ability to pursue
measureable, achievable, not felt to be achievable life goals and purposes
relevant and timed
(SMART) Agreed goals are SMART
and sequenced from
short to medium/long
term as appropriate

1.3 Plan and 1.3.1 Establish and Develop and implement Discuss with clients and Develop and implement Establish clientcentred
implement a client- implement a client an initial management their families the degree management plans that management plans for all
centred management centred management plan for common client of uncertainty inherent consider all of the clients clients in their area of
plan plan that includes plans presentations in all clinical situations health problems and practice
for ongoing context in collaboration
management, referral Discuss with the client Reach agreement with with clients and their Implement a client-
and discharge referral to another the client and their families and, when centred management plan
physiotherapist or health families on priorities for appropriate, the that supports ongoing
practitioner when each consultation at the multidisciplinary team care, including follow-up
indicated. outset on investigations,
Establish plans for response to treatment,
Determine the necessity Plan increments in ongoing care for the further consultation,
and appropriate timing function with the client client, taking into referral and discharge.
of consultations as part of management, consideration their
with consideration to clinical condition,
Review client responses socio-economic, cultural circumstances,
to treatment and modify and other circumstances preferences, and actions,
the management plan that have impact. as well as available
over time accordingly
resources, best practices,
and research evidence

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1.3.2 Determine the Describe to clients Ensure that clients and Integrate all sources of Determine the most
most appropriate common interventions their families are information to develop a appropriate interventions
interventions for the management of a informed about the risks treatment plan that is
given problem and benefits of each safe, client-centred, and
treatment option in the considers the risks and
Describe the indications, context of best evidence benefits of all methods.
contraindications, risks, and guidelines
and alternatives for a
given intervention.

Promote client self-

management strategies
when appropriate

1.3.3 Perform Perform interventions Competently and Consider clinical acuity, Perform procedures in a
interventions in a skilful safely and effectively efficiently conduct and potential for skilful and safe manner,
and safe manner, interventions in their exacerbation or adapting to unanticipated
adapting to changing Seek advice when area of practice deterioration in the findings or changing
clinical circumstances unexpected responses sequencing and clinical circumstances
are encountered Monitor the effect of execution of
interventions, and interventions for the Perform specialised
modify appropriately for client interventions that extend
their area of practice beyond routine practice in
the area of practice, in a
Recognise uncertainty manner that peers identify
and the need for as highly skilled
assistance or referral in
situations that are
complex or unusual to
the physiotherapist

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1.4 Actively 1.4.1 Recognise and Recognise and report the
contribute, as an respond to adverse occurrence of an adverse
individual and as a events and near misses event, critical incident or
member of a team near-miss
providing care, to the
continuous
improvement of
safety and quality in
health care
1.4.2 Adopt strategies Describe the individual
that promote factors that can affect
practitioner and client human performance,
safety including sleep
deprivation and stress
Describe system factors
that can affect client
safety, including
resource availability and
physical and
environmental factors
Respond to feedback on
their own practice and
client outcomes
Identify potential Recognise near-misses in Take action to implement
improvement real time and respond to practice change to reduce
opportunities arising correct them, preventing the likelihood of re-
from adverse events, them from reaching the occurrence of an adverse
critical incidents and client event
near-misses Identify potential
improvement
opportunities arising
from adverse events,
critical incidents and
near-misses
Use cognitive aids such Apply the principles of Adopt strategies that
as checklists, structured situational awareness to promote client safety and
communication tools, or clinical practice mitigate negative human
care paths, to enhance and system factors
client safety
Engage clients and their
families in the
continuous improvement
of client safety
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1.4.3 Work to improve Comply with work health Contribute to initiatives Demonstrate a
health care quality and and safety obligations to monitor and improve commitment to safety and
management by relevant to their practice safety and quality in quality in health care
addressing human and health care. Initiate strategies to
system factors monitor and improve
safety and quality in
health care.

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ROLE 2: COMMUNICATOR

Definition

As Communicators, physiotherapists form relationships with clients that facilitate the gathering and sharing of essential information for effective health
care and health promotion to optimise management and outcomes.

Description

Physiotherapists enable client-centred communication by actively listening to the clients experience of his or her health-related issues and goals.
Physiotherapists explore the clients perspective, including his or her fears, ideas about goals, feelings about the impact of a condition, expectations of
health care, management and health care and related professionals. The physiotherapist integrates this knowledge with an understanding of the clients
context, including socio-economic status, medical history, family history, stage of life, living situation, work or school setting, and other relevant
psychological and social issues. Central to a client-centred approach is shared decision-making: finding common ground with the client in developing a plan
to address his or her health goals in a manner that reflects the clients needs, values, preferences and lifestyle. This plan should be informed by evidence
and guidelines.

Physiotherapists must also be able to communicate effectively with everyone involved in their clients management.

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 KEY COMPETENCE ENABLING
COMPETENCE Level 1 Level 2 Level 3 Level 4
2.1 Establish 2.1.1 Communicate using Demonstrate the key Communicate using a Participate in Works with their
professional a clientcentred components of a client- client-centred approach improvement projects organisation and with
therapeutic approach that centred approach in that encourages client aimed at reducing consumers to make sure
relationships with encourages client trust physiotherapy trust and autonomy and barriers to health literacy that the information and
clients and relevant and autonomy and is management. is characterised by services they provide are
others characterised by empathy, respect, and easy to understand, use
empathy, respect, and Adopt a universal compassion. and act on.
compassion precautions approach to
health literacy

2.1.2 Optimise the Demonstrate Mitigate physical barriers Optimise the physical
physical environment for preparation of the to communication to environment for client
client comfort, dignity, physical environment optimise client comfort, comfort, privacy,
privacy, engagement and that affects client privacy, engagement and engagement, and risk
safety comfort, privacy, optimal risk management
engagement, and safety management
(e.g., curtains,
background noise, time
standing or sitting,
lighting, heating)

2.1.3 Recognise when Demonstrate Recognise when client Teach learners to

the values, culture, consideration of and physiotherapist recognise situations in
biases, or perspectives of physiotherapist biases, values, culture, biases, or which client and
clients, physiotherapists, values, culture and perspectives threaten physiotherapist values,
or others may have an perspectives in how they the quality of care, and culture, biases, or
impact on the quality of may affect the client modify the approach to preferences may threaten
management, and interaction client management. the quality of care and
modify the approach to management, and how to
the client accordingly modify the approach to
client management
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2.1.4 Respond to clients Identify non-verbal Identify, verify, and Respond to clients non- Demonstrate effective use
non-verbal behaviour to communication on the validate non-verbal cues verbal communication of non-verbal
enhance communication part of clients and its on the part of clients and and use appropriate non- communication skills in
impact on their families verbal behaviours to difficult situations
physiotherapist client enhance communication
communication Use appropriate non- with clients
verbal communication to
demonstrate
attentiveness, interest,
and responsiveness to
clients

2.1.5 Manage Critically reflect upon Recognise when personal Recognise when strong Manage disagreements
disagreements and emotional interactions feelings in an encounter emotions (such as, anger, and emotionally charged
emotionally charged and identify how are valuable clues to the fear, anxiety, or sadness) conversations
conversations different approaches clients emotional state are affecting an
may have affected the interaction and respond
interaction appropriately

Establish boundaries as
needed in emotional
situations

2.1.6 Adapt to the Assess clients decision- Tailor approaches to Adapt to the unique needs
unique needs and making capacity, and any decision-making to client and preferences of each
preferences of each cultural aspects that may capacity, values, and client and to his or her
client and to his or her impact the clients preferences clinical condition and
management, decision making circumstances
requirements and
circumstances Assess clients preferred
involvement in decisions
about care

Recognise when assistive

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 communication devices
may be indicated, and
liaise with appropriate
others

2.2 Elicit and 2.2.1 Use client-centred Conduct a client- centred Conduct a client- centred Integrate, summarise, Use client-centred
synthesise accurate interviewing skills to interview, gathering interview, gathering all and be able to present interviewing skills to
and relevant effectively gather relevant biomedical and relevant biomedical and the biopsychosocial effectively gather relevant
information, relevant biomedical and psychosocial information psychosocial information information obtained biomedical and
incorporating the psychosocial information in the context of for any clinical from a client- centred psychosocial information
perspectives of common presentations presentation interview
clients and, where in routine practice Role-model for learners
appropriate, relevant situations. Actively listen and various approaches to the
others respond to client cues client-centred interview in
Explain the purpose of Integrate and synthesise their area of practice
the physiotherapy information about the
assessment, relevant clients beliefs, values,
risks and options, and preferences, context and
ensure client expectations with
understanding. biomedical and
psychosocial information

2.2.2 Provide a clear Use a framework to Conduct a focused and Manage the flow of Provide a clear structure
structure for and manage structure the client efficient client interview, challenging client for and manage the flow
the flow of the entire interaction managing the flow of the interactions, including of the entire client
client encounter interaction while being those with angry, interaction
attentive to the clients distressed, or excessively
cues and responses. talkative individuals

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 2.2.3 Obtain and Obtain informed consent Obtain and document Use shared decision
document informed for assessment and informed consent, making in the consent
consent, explaining the interventions explaining explaining the risks and process, taking risk and
risks and benefits of, and the indications, risks, benefits of, and the uncertainty into
the rationale for, a benefits, and alternatives rationale for, the consideration.
proposed test or Document informed proposed options
intervention consent accurately

2.2.4 Seek and synthesise Seek out potential Seek and synthesise
relevant information sources of information relevant information
from other sources, that may assist in a given from other sources,
including the clients clients management. including the clients
family, with the clients family, with the clients
consent consent

2.3 Share health care 2.3.1 Share information Communicate findings Use strategies to verify Provide information on Communicate clearly with
information and and explanations that and the plan of care and validate the clients diagnosis and predicted clients and relevant others
plans with clients are clear, accurate, and clearly and accurately to and relevant others outcomes in a clear, in the setting of ethical
and, where timely while checking for clients and relevant understanding of the compassionate, dilemmas
appropriate, relevant client understanding others diagnosis, management respectful, and objective
others plan and likely outcomes manner
Recognise when to seek
help in providing clear Convey information
explanations to clients related to the clients
and relevant others health status, care, and
needs in a timely,
Respect the clients right honest, and transparent
to share, or not to share, fashion
information or not to
involve others in decision
making.

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 2.3.2 Disclose adverse Describe the ethical, Follow the protocol in Communicate to clients Disclose adverse events to
events to clients and, professional, and legal providing disclosure after the reasons for clients and their families
where appropriate, obligations, and policies a near miss or adverse unanticipated outcomes accurately and
relevant others for, disclosure of event. and adverse events or appropriately document
accurately and reporting adverse events incidents. follow up to an adverse
appropriately event
Express regret for an
adverse event and Conduct peer review and
apologise appropriately practice assessments
related to adverse events

Contribute to the
improvement of the
system of disclosure of
adverse events

2.4 Engage clients 2.4.1 Use communication Use relevant questions to Conduct an interview, Use appropriate Use skilful communication
and, when skills and strategies to ask clients, families, and demonstrating cultural communication skills to and strategies to facilitate
appropriate, relevant facilitate discussions relevant others to elicit awareness help the client and their discussions with clients
others in developing with clients and relevant an understanding of families make informed and their families in a way
plans that reflect the others, in a way that is health care goals and Explore the perspectives decisions regarding their that is respectful, non-
clients health care respectful, non- needs of clients and others health judgmental, and culturally
needs and goals judgmental, and when developing care safe
culturally safe Demonstrate cultural plans Communicate with
sensitivity and safety in cultural awareness and
interviewing sensitivity

Demonstrate
interviewing techniques
for encouraging
discussion, questions,
and interaction

Conduct interviews with

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 an interpreter

2.4.2 Assist clients and Describe the various Assist clients and relevant
relevant others to technologies available to others to identify, access,
identify, access, and enhance clients and make use of
make use of information understanding and information and
and communication management of their communication
technologies to support health care technologies to support
their care and manage their care and manage
their health their health

2.5 Document and 2.5.1 Document client Comply with regulatory Document information Adapt record keeping to Document client
share written and interactions in an and legal requirements, about clients and their the specific guidelines of interactions in an
electronic accurate, complete, including privacy conditions in a manner their area of practice and accurate, complete, timely
information about timely, and accessible legislation, for record that enhances intra- and the client clinical context and accessible manner,
the physiotherapy manner, in compliance keeping and sharing interprofessional care and in compliance with
encounter to with regulatory and legal health information Document client legal and privacy
optimise decision- requirements interactions to requirements
making, client safety, Document clearly within adequately convey
confidentiality, and an electronic or written clinical reasoning and the Conduct peer review and
privacy health record, the rationale for decisions in practice assessment
essential elements of the their area of practice regarding record keeping
client interaction using a practices
structured approach Identify and correct
vague or ambiguous
Maintain accurate and documentation
up-to-date problem lists
and management plans

Include as appropriate in
the physiotherapy record
the clients narrative of
his or her health

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 experience

2.5.2 Communicate Demonstrate reflective Share information in his Adapt use of the health Communicate effectively
effectively using a listening, open-ended or her health record with record to the clients using a written health
written health record, inquiry, empathy, and the client to enhance health literacy and the record, electronic medical
electronic health record, effective eye contact collaboration and joint clinical context record, or other digital
or other digital while using a written or decision-making technology
technology electronic health record
Use electronic tools
appropriately to
communicate with clients,
protecting their
confidentiality

Build reminders and

clinical practice guidelines
into the health record to
enhance care

2.5.3 Share information Describe the principles Assess the clients needs Adapt written and Share information with
with clients and, where and legal requirements and preferences with electronic clients and others in a
appropriate, with for privacy and respect to methods of communication to the manner that respects
authorised others in a confidentiality of written information sharing specificity of the area of client privacy and
manner that respects and electronic practice and to the confidentiality and
client privacy and communication expectations of clients enhances understanding
confidentiality and
enhances understanding Describe the different
levels of written and
electronic health literacy
of clients and their
implications for client
care communication

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ROLE 3: COLLABORATOR

Definition

As Collaborators, physiotherapists work effectively with other health care and other professionals to provide safe, high-quality, client-centred management.

Description

Collaboration is essential for safe, high-quality, client-centred management, and involves clients and their families, physiotherapists and other colleagues in
the health care professions, community partners, and health system stakeholders.

Collaboration requires relationships based in trust, respect, and shared decision-making among a variety of individuals with complementary skills in
multiple settings across the continuum of care. It involves sharing knowledge, perspectives, and responsibilities, and a willingness to learn together. This
requires understanding the roles of others, pursuing common goals and outcomes, and managing differences.

Collaboration skills are broadly applicable to activities beyond clinical care, such as administration, education, advocacy, and scholarship.

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 KEY COMPETENCE ENABLING
COMPETENCE Level 1 Level 2 Level 3 Level 4
3.1 Work effectively 3.1.1 Establish and Introduce themselves Receive and Anticipate, identify, and Establish and maintain
with colleagues in the maintain positive and their role to appropriately respond to respond to client safety positive relationships with
health care and other relationships with colleagues in the health input from other issues related to the colleagues in the health
professions colleagues in the health care professions health care function of a team care professions to
care and other professionals support collaborative care
professions to support Respect established
collaborative care operational roles of their Differentiate between Analyse interactions
team task and relationship among health care
issues among health care professionals to provide
Identify opportunities for professionals feedback to optimise the
collaboration among performance of a team for
health care professionals the benefit of clients
along the continuum of
care

3.1.2 Negotiate Recognise the Negotiate overlapping Explain the role and
overlapping and shared importance of and shared responsibilities of a
responsibilities with professional role responsibilities with specialist in their area of
colleagues in health care diversity and integration medical and other practice
and other professions in in high-quality and safe colleagues involved in
episodic and ongoing client management client management
care.
Describe the roles and
scopes of practice of
other health
professionals related to
the area of practice

3.1.3 Engage in Discuss with clients any Integrate the clients Identify referral and Engage in respectful
respectful shared plan for involving other perspective and context consultation as shared decision-making
decision-making with health care professionals into the collaborative opportunities to improve with clients andtheir
colleagues involved in or relevant others, management plan quality of care and client families and with other

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 client management including other Communicate effectively safety by sharing colleagues in the health
physiotherapists, in their with other colleagues in expertise care professions
management the health care
professions Use referral and
Provide timely and consultation as
necessary written opportunities to improve
information to quality of care and client
colleagues to enable safety by sharing expertise
effective client
management

3.2 Work with 3.2.1 Show respect Respect the diversity of Actively listen to and Delegate tasks and Show respect toward
physiotherapists and toward collaborators perspectives and engage in interactions responsibilities in an collaborators
other colleagues in expertise among health with collaborators appropriate and
health care and other care professionals respectful manner
professions to
prevent Convey information Maintain positive
misunderstandings, considerately relationships in all
manage differences, professional contexts
and resolve conflicts

3.2.2 Implement Identify factors that Respond to requests and Gather the information Implement strategies to
strategies to promote contribute to feedback in a respectful and resources needed to resolve conflicts in a
understanding, manage misunderstandings, and timely manner resolve conflicts among manner that supports a
differences and resolve differences, and conflicts collaborators collaborative culture
conflicts in a manner that in the practice setting Identify communication
supports a collaborative barriers in the client Analyse problems with
culture Describe different management team team dynamics
approaches to
preventing Listen to, understand Gain consensus among
misunderstanding and and find common ground colleagues in resolving
managing differences with collaborators conflicts

Communicate clearly and

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 directly to resolve
conflicts

3.3 Effectively and 3.3.1 Determine when Describe how scope of Recognise and act on Determine when
safely delegate or management should be practice can trigger client safety issues in the management should be
transfer management transferred to another delegation or transfer of delegation or transfer of delegated or transferred
to another physiotherapist , health management management to another
professional care or other physiotherapist, health
professional Describe common Identify clients requiring care or other
transitions in health care handover to another professional
and the process of safe physiotherapist or
delegation or transfer of professional
management

3.3.2 Demonstrate safe Describe specific Recognise and act on Organise the delegation Demonstrate safe
transfer of management, information required for client safety issues in the or transfer of handover of management,
using both verbal and safe handover during transfer of management management to the most both verbal and written,
written communication, transitions in appropriate health care during a client transition
during a client transition management professional to a different health care
to a different professional, setting, or
professional, setting, or Summarise the clients Analyse gaps in stage of care Model
stage of management issues in the transfer communication between effective handover,
summary, including plans health care professionals teaching learners
to deal with ongoing during transitions in care structured communication
issues techniques to facilitate
safe and effective
Communicate with
delegation or transfer of
health professionals
management
during transitions in
management, clarifying
issues after delegation or
transfer as needed

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ROLE 4: LEADER

Definition

As Leaders, physiotherapists engage with others to contribute to a vision of a high-quality health care system and take responsibility for the delivery of
excellent client care through their activities as clinicians, administrators, scholars, or teachers.

Description

The Leader Role describes the engagement of all physiotherapists in shared decision-making for the operation and ongoing evolution of the health care
system. Physiotherapists demonstrate collaborative leadership and management within the health care system. At a system level, physiotherapists
contribute to the development and delivery of continuously improving health promotion and health care and engage with others in working toward this goal.
Physiotherapists integrate their personal lives with their clinical, administrative, scholarly, and teaching responsibilities. They function as individual care
providers, as members of teams, and as participants and leaders in the health care system.

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 KEY COMPETENCE ENABLING Level 1 Level 2 Level 3 Level 4
COMPETENCE
4.1 Contribute to the 4.1.1 Apply quality Describe the domains of Compare and research Analyse and appraise Apply quality
improvement of improvement to health care quality (safe, with improvement processes seen in ones improvement processes to
health promotion and contribute to improving effective, client-centred, methodology own practice, team, improve systems of client
health care delivery systems of health timely, efficient, organisation, and system care
in teams, promotion and client equitable) Compare and contrast Initiate or lead a quality
organisations, and care systems thinking with improvement activity Engage health
systems Describe and participate traditional approaches to professionals and others
in quality improvement quality improvement to collaborate in
methodologies improving systems of
Seek data to inform client care
practice and engage in an
iterative process of Lead and disseminate
improvement quality improvement
initiatives

4.1.2 Contribute to a Identify and report Report and respond to Actively encourage all Contribute to a culture
culture that ensures hazards unsafe situations involved in healthcare, that promotes client
client safety and quality regardless of their role, safety
of care Describe the elements of to report and respond to
the health care system unsafe situations Promote a health care
that facilitate or protect culture that enhances
against adverse events or Engage clients and their quality and safety
near misses families in the
continuous improvement Engage others to develop
of client safety a culture of continuous
practice improvement

Model a blame-free
culture to promote
openness and increased
reporting

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 4.1.3 Analyse risk, Describe the process for Describe the available Analyse a given adverse Analyse adverse events
adverse events and near reporting adverse events supports for clients and event or near miss to and near misses to
misses to enhance safety and near misses health care professionals generate enhance systems of care
and quality of care when adverse events and recommendations to
Report client safety near misses occur reduce risk and promote Implement systems level
hazards and adverse safer care improvements in
events Use strategies to processes for
mitigate the impact of identification of and
critical incidents or response to client safety
adverse events hazards and adverse
events

4.1.4 Use health Describe the data Map information flow in Use health informatics to
informatics and available from health the care of clients in their improve the quality of
technology to improve information systems in area of practice and client care and optimise
health promotion and their practice to optimise suggest process changes client safety
the safety and quality of client care for quality improvement
care and client safety Compare service delivery
data to accepted targets
and goals

4.2 Engage in the 4.2.1 Allocate health care Discuss the differences Describe the costs of Describe models for Allocate health care
responsible resources for optimal between cost, efficacy, common diagnostic and resource stewardship in resources for optimal
utilisation and client service delivery and value with respect to therapeutic health care used at the client care
management of health care delivery interventions as well as institutional level
health care resources factors affecting these Optimise practice patterns
Describe the ethical costs Consider costs when for cost- effectiveness and
debate related to choosing testing and care cost control
resource stewardship in options
health care Experiment with care
Use clinical judgment to delivery models that may
Analyse a clinical case to minimise wasteful improve care, value or
show how practice- practices efficiency
related decisions affect

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 service utilisation and
health-system
sustainability

4.2.2 Apply evidence and Discuss strategies to Apply evidence or Determine cost Apply evidence and
management processes overcome the personal, guidelines with respect discrepancies between management processes to
to achieve cost- client, and organisational to resource utilisation in best practice and their achieve cost- appropriate
appropriate service factors that lead to common clinical current practice care
delivery waste of health care scenarios.
resources Optimise practice Compare utilisation data
patterns for cost- within and outside their
Describe how evidence- effectiveness and cost institution/practice to
informed physiotherapy control revise processes that are
can be applied to inefficient or unnecessary
optimise health care
resource allocation

4.3 Demonstrate 4.3.1 Demonstrate Describe leadership Analyse their own Contribute to a Demonstrate leadership
leadership in leadership skills to styles as they relate to leadership style including healthcare change skills to enhance
professional practice enhance quality practice health care strengths, weaknesses, initiative healthcare
and biases.
Describe how self- Reflect on the impact of
awareness, self- Actively engage in their own leadership style
reflection, and self- change initiatives led by on their clinical
management are others performance
important to developing
leadership skills

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4.3.2 Facilitate change in Compare and contrast Analyse client feedback Describe key health Facilitate change in health
service delivery to the Australian health to help improve client policy and organisational care to enhance services
improve services and care system with other experiences and clinical issues in their area of and outcomes
outcomes models around the world outcomes practice or setting of care

Describe the key issues Develop a strategy for

regarding the need to implementing change
improve health care with clients, colleagues,
delivery and the role of and staff in their area of
physiotherapist practice
leadership in this
improvement

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ROLE 5: HEALTH ADVOCATE

Definition

As Health Advocates, physiotherapists contribute their expertise and influence as they work with communities or client populations to improve health. They
work with those they serve to determine and understand needs, speak on behalf of others when required, and support the mobilisation of resources to
effect change.

Description

Physiotherapists are accountable to society and recognise their duty to contribute to efforts to improve the health and well-being of their clients, their
communities, and the broader populations they serve.

Improving health is not limited to mitigating illness or trauma, but also involves disease prevention, health promotion, and health protection. Improving
health also includes promoting health equity, whereby individuals and populations reach their full health potential without being disadvantaged by, for
example, race, ethnicity, religion, gender, sexual orientation, age, social class, economic status, or level of education.

Physiotherapists leverage their position to support clients in navigating the health care system and to advocate with and for them to access appropriate
resources in a timely manner. Physiotherapists seek to improve the quality and outcomes of health promotion and health care by addressing the health
needs of the clients, communities, or populations they serve. Physiotherapists promote healthy communities and populations by influencing the system (or
by supporting others who influence the system), both within and outside of their work environments.

Physiotherapist advocacy occurs within complex systems and thus requires the development of partnerships with clients, their families and support
networks, or community agencies and organisations to influence health determinants. Advocacy often requires engaging other health care professionals,
community agencies, administrators, and policy-makers.

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 KEY COMPETENCE ENABLING Level 1 Level 2 Level 3 Level 4
COMPETENCE
5.1 Respond to the 5.1.1 Work with clients Describe the role of Analyse a given clients Demonstrate an Work with clients to
individual clients to address determinants health care professionals needs for health services approach to working address the determinants
health needs by of health that affect in client advocacy or resources related to with clients to advocate of health that affect them
advocating with the them and their access to the scope of their for beneficial services or and their access to needed
client within and needed health services Define determinants of practice resources health services or
beyond the practice or resources health and explain their resources
setting implications Facilitate timely client
access to services and Advocate to
Identify the obstacles resources administrative or
clients and families face governing bodies on
in obtaining health care behalf of clients
resources

5.1.2 Work with clients Describe the value and Identify resources or Apply the principles of Work with the client and
and their families to limitations of promoting agencies that address the behaviour change during their family to increase
increase opportunities to healthy behaviours health needs of clients conversations with opportunities to adopt
adopt healthy clients about adopting healthy behaviours
behaviours Describe principles of Educate the client and healthy behaviours
behaviour change the family about
information and
Select appropriate client communication
education resources technologies to improve
health

5.1.3 Incorporate disease Describe the processes of Incorporate disease

prevention, health disease prevention, prevention, health
promotion, and health health promotion, and promotion, and health
surveillance activities health surveillance surveillance activities
into interactions with into interactions with
individual clients Work with the client and individual clients
their family to identify
opportunities for disease
prevention, health
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V3.4_170117
 promotion, and health
protection

5.2 Respond to the 5.2.1 Work with a Describe the health care Identify communities or Analyse current policy or Work with a community or
needs of the community or system, identifying populations they serve policy developments that population to identify the
communities or population to identify communities or who are experiencing affect the communities determinants of health
populations they the determinants of populations facing health health inequities or populations they serve that affect them
serve by advocating health that affect them inequities
with them for
system-level change
5.2.2 Improve practice by Participate in health Identify clients or Improve clinical practice
applying a process of promotion and disease populations that are not by applying a process of
continuous quality prevention programs being served optimally in continuous quality
improvement to disease relevant to their practice their clinical practice improvement to disease
prevention, health prevention, health
promotion, and health Report clusters of promotion, and health
surveillance activities unusual cases seen in surveillance activities
practice, balancing client
confidentiality with the
duty to protect public
health

5.2.3 Contribute to a Partner with others to Distinguish between the Contribute to a process to
process to improve identify the health needs potentially competing improve health in the
health in the community of a community or health interests of the communities or
or population they serve population they serve individuals, populations they serve
communities, and
Appraise available populations they serve
resources to support the
health needs of
communities or
populations they serve

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ROLE 6: SCHOLAR

Definition

As Scholars, physiotherapists demonstrate, throughout their career, a commitment to maintaining and enhancing their professional competence by
engaging in critical reflection, continuous learning, teaching others and contributing to scholarship.

Description

Physiotherapists develop scholarly abilities to enhance and advance health care. Physiotherapists enhance safety and quality in health care by continually
evaluating the processes and outcomes of their daily work, sharing and comparing their work with that of others, and actively seeking feedback. , They
strive to meet the needs of individual clients and their families and of the health care system by continuous professional development. Physiotherapists
strive to master their domains of expertise and to share their knowledge. As lifelong learners, they implement a planned approach to learning. They
recognize the need to continually learn and to model the practice of lifelong learning for others. As teachers they facilitate, individually and through teams,
the education of students, colleagues, co-workers, the public, and others. Physiotherapists are able to identify relevant evidence, evaluate it using specific
criteria, and apply it in their practice and scholarly activities. Through their engagement in evidence-informed and shared decision-making, they recognize
uncertainty in practice and formulate questions to address knowledge gaps. Using skills in navigating information resources, they identify evidence
syntheses that are relevant to these questions and arrive at clinical decisions that are informed by evidence while taking client values and preferences into
account. Finally, physiotherapists scholarly abilities allow them to contribute to the application, dissemination, translation, and creation of knowledge and
practices applicable to health and health care.

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 KEY COMPETENCE ENABLING Level 1 Level 2 Level 3 Level 4
COMPETENCE
6.1 Engage in ongoing 6.1.1 Develop, Describe the obligations Create a learning plan Discuss a learning plan Develop a plan to enhance
learning to enhance implement, monitor, and and benefit of lifelong identifying learning and strategy for ongoing competence across all
their professional revise a personal learning and ongoing needs related to career self-monitoring with a domains for practice and
activities. learning plan to enhance enhancement of goals in collaboration mentor, advisor or update it regularly.
professional practice competence. with a supervisor, learning coach
professional mentor and
Create a learning plan in others as needed. Demonstrate a
collaboration with a commitment to
designated supervisor Use technology to maintaining and
and others as needed develop, record, enhancing competence
monitor, revise, and
Demonstrate a report on personal
structured approach to learning in the area of
monitoring progress of practice.
personal learning in the
clinical setting.

Comply with AHPRA

requirements for
continuing professional
development.

6.1.2 Identify Identify, record, and Regularly engage in Seek and interpret Identify opportunities for
opportunities for answer questions arising personal learning by multiple sources of learning and improvement
learning and in daily work. drawing upon various performance data and by regularly reflecting on
improvement by sources (daily work, feedback, with guidance, and assessing their
regularly reflecting on Seek help or pursue literature, formal or to continuously improve performance using various
and assessing their learning opportunities, informal education performance. internal and external data
performance using as appropriate, when sessions) to identify and sources
various internal and limits of current prioritize learning needs.
external data sources expertise are reached. Access and summarise
sources of performance
Describe the implications
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V3.4_170117
 for learning of reflection data applicable to a scope
during action and after of practice.
action.
Use practice performance
Use self-reflection to data in dialogue with a
improve their own peer or mentor to inform a
practice personal performance
improvement plan and
Maintain a continuing continuing learning.
professional
development portfolio Revise and monitor a
and reflect on learning performance
improvement plan on the
basis of changes to scope
of practice.

6.1.3 Engage in Participate effectively in Identify the learning Engage in collaborative

collaborative learning to collaborative group needs of a health care learning to continuously
continuously improve learning team improve personal practice
personal practice and and contribute to
contribute to collective collective improvements in
improvements in practice.
practice
6.2 Facilitate the 6.2.1 Recognise the Describe the concepts of Identify behaviours Use strategies for Apply strategies to
learning of students, influence of role- formal, informal, and associated with positive deliberate, positive role- mitigate the tensions
clients, the public, modelling and the hidden curricula and negative role- modelling between formal, informal,
and other health care impact of the formal, modelling and hidden curricula
professionals informal, and hidden
curriculum on learners Describe the link
between role-modelling
and the hidden
curriculum.

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6.2.2 Promote a safe Describe factors that can Explain how power Ensure a safe learning
learning environment positively or negatively differentials between environment for all
affect the learning learners and teachers members of the team.
environment. Describe can affect the learning
strategies for reporting environment.
and managing witnessed
or experienced
mistreatment.

6.2.3 Ensure client safety Speak up in situations in Recognise unsafe clinical Balance clinical
is maintained when the clinical training situations involving supervision and
learners are involved environment where learners and manage graduated responsibility,
client safety may be at them appropriately. ensuring the safety of
risk clients and learners.

6.2.4 Plan and deliver Demonstrate basic skills Describe a model of Choose appropriate Plan and deliver a learning
learning activities in teaching others, clinical teaching relevant content, teaching format, activity
including clients and to their practice setting. and strategies tailored to
their families, students a specific educational Use relevant learning
and peers. context. theories to enhance the
learning of others.
Define specific learning
objectives for a teaching Teach all aspects of the
activity area of practice to others

Teach aspects of their Teach the public and other

area of practice to other health care stakeholders
clinicians

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V3.4_170117
 6.2.5 Provide Describe the features of Provide effective Role-model regular self- Help learners and teachers
contextually appropriate effective feedback and feedback to enhance assessment and manage the emotional
feedback to enhance its importance for learning and feedback-seeking impact of giving and
learning and teaching and learning. performance of others. behavior. receiving feedback.
performance Provide written or verbal Work with recipients of
feedback to students and feedback to develop plans
other members of the for improvement.
team.

6.2.6 Assess and evaluate Evaluate teachers and Demonstrate Plan systematic
learners, teachers, and programs in an honest, appropriate assessment approaches to assessment
programs fair, and constructive of other learners. of learners or evaluation
manner. Contribute to the of programs.
assessment of other
learners.

6.3 Integrate best 6.3.1 Recognise practice Formulate structured Design and implement Develop questions that
available evidence uncertainty and clinical questions related processes in the address the cost-
into practice knowledge gaps and to an identified workplace for recording effectiveness of
generate focused knowledge gap. and prioritising questions interventions or
questions that address of importance to the management strategies
them area of practice.
Coach other health
professionals to formulate
clinical or scholarly
questions.

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6.3.2 Identify and select
relevant pre-appraised
resources and original
research
6.3.3 Critically evaluate
the integrity, reliability,
and applicability of
health related research
and literature
Identify the research Demonstrate proficiency Coach others to find and
designs most suited to in identifying, selecting, select sources of evidence
the type of question (e.g. and navigating clinical for a given practice-related
therapy, prevention, information sources. question.
diagnosis, prognosis,
meaning and experience)
Search databases such as
the Cochrane Library,
Physiotherapy Evidence
Database (PEDro) and
other sources and
retrieve relevant pre-
appraised and original
evidence.
Demonstrate the use of Determine the risk of Interpret study findings Critically evaluate the
critical appraisal bias in a wide range of in the context of integrity, reliability, and
frameworks to evaluate scholarly sources. uncertainty, including a applicability of health
common study designs. discussion and critique of related research and
Discuss the barriers to their relevance to literature
Describe the and facilitators of professional practice.
generalizability of a applying study findings Participate in the
study or synthesis of to professional practice. development of an
studies. evidence synthesis.
Describe the influence of Coach other health
cognitive biases on the professionals to use
appraisal process. critical appraisal
frameworks to evaluate
common study designs.
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 6.3.4 Integrate evidence For a given clinical case, Demonstrate use of best Demonstrate the use of Coach other health
into decision-making in demonstrate the available evidence along an integrated model of professionals to integrate
their practice application of evidence with available resources, decision-making that evidence effectively into
during decision-making. clinical expertise and combines best evidence, decision-making in their
clients preferences available resources, and practice
when making clinical clinical expertise in the
decisions. context of clients
specific situation,
experience,
expectations, values and
preferences.

6.4 Contribute to the 6.4.1 Demonstrate an Describe the basic Discuss the role of Apply the principles of Supervise a research
dissemination and/or understanding of the scientific principles of research and scholarly research and scholarly project or engage in
creation of scientific principles of research and scholarly inquiry in addressing inquiry to contribute to a scholarly inquiry.
knowledge and research and scholarly inquiry. questions in their area of scholarly investigation or
practices applicable inquiry and the role of practice. the dissemination of
to health research evidence in Describe the role of research findings in their
health care research and scholarly area of practice.
inquiry in contemporary
health care.

6.4.2 Identify ethical Describe the ethical Discuss and provide Identify ethical principles Apply ethical principles
principles for research principles applicable to examples of the ethical for research and relevant to research and
and incorporate them research and scholarly principles applicable to incorporate them into scholarly inquiry
into obtaining informed inquiry. research and scholarly obtaining informed
consent, considering inquiry relevant to their consent, considering
potential harms and area of practice. harm and benefit, and
benefits, and considering considering vulnerable
vulnerable populations populations.

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6.4.3 Contribute to the Describe the roles and Compare and contrast Contribute to the work Actively participate as
work of research responsibilities of the roles and of a research program. research team member,
programs principal investigators responsibilities of balancing the roles and
and collaborators in a members of a research responsibilities of a
research project team and describe how researcher with the clinical
they differ from clinical roles and responsibilities
and other practice roles of a physiotherapist
and responsibilities

6.4.4 Pose questions Describe the Discuss and critique the Pose clinically relevant Coach others to pose
amenable to scholarly characteristics of a well- possible methods of and appropriately relevant, appropriately
inquiry and select constructed research addressing a given constructed questions constructed questions that
appropriate methods to question. scholarly question amenable to scholarly are amenable to scholarly
address them investigation. investigation
Describe common
methodologies used for Select appropriate Assist in the application
scholarly inquiry in methods of addressing a and implementation of
physiotherapy. given scholarly question. appropriate methods in a
scholarly investigation.

6.4.5 Summarise and Summarise and Summarise and Take responsibility for
communicate to communicate to peers communicate to summarising and
professional and lay the findings of applicable professional and lay communicating study
audiences, including research and scholarship. audiences, including findings to stakeholders.
clients, the findings of clients and their families,
relevant research and the findings of relevant Prepare a manuscript
scholarly inquiry research and scholarly suitable for publication in
inquiry. a peer-reviewed journal.

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ROLE 7 : PROFESSIONAL

Definition

As professionals, physiotherapists are committed to safety and quality in health care through ethical practice, high personal standards of behaviour, accountability and
by managing their physical and mental health.

Description

The Professional Role reflects the legal obligations and social expectations of physiotherapists, which include practice competence, a commitment to ongoing
professional development, promotion of the public good, adherence to ethical standards, and values such as integrity, honesty, altruism, humility, respect for culture
and diversity, and transparency with respect to potential conflicts of interest. It is also recognised that, to provide optimal client care, physiotherapists must take
responsibility for their own health and well-being and that of their colleagues.

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 KEY COMPETENCE ENABLING Level 1 Level 2 Level 3 Level 4
COMPETENCE
7.1 Demonstrate a 7.1.1 Exhibit appropriate Deal with clients, Consistently prioritise Intervene when Lead and advise on
commitment to professional behaviours colleagues and other the needs of clients and behaviours toward professionalism and
clients by applying and relationships in all health professionals with others to ensure a colleagues and learners professional behaviour.
best practices and aspects of practice, honesty and integrity. clients legitimate needs undermine a respectful
adhering to high demonstrating honesty, are met. environment.
ethical standards integrity, humility, Demonstrate caring and
commitment, compassion. Independently manage Exhibit appropriate
compassion, respect, issues of confidentiality, professional behaviours
Recognise and respect intervening when and relationships in all
altruism, respect for
personal and confidentiality is aspects of practice,
diversity, and
professional boundaries. breached. reflecting honesty,
maintenance of
confidentiality integrity, dedication,
Demonstrate sensitivity
compassion, respect,
to issues concerning
altruism, respect for
diversity with respect to
diversity, and
peers, colleagues and
maintenance of
clients.
confidentiality
Consistently maintain
confidentiality in the
clinical setting, while
recognising the legal and
ethical limitations of
confidentiality.

7.1.2 Recognise and Describe principles and Recognise and respond Manage ethical issues
respond to ethical issues theories of core ethical to ethical issues encountered in the
encountered in practice concepts. encountered in practice. clinical and academic
setting.
Identify appropriate
ethical concepts to
address ethical issues
encountered during
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 clinical and academic
activities.

7.1.3 Recognise and Describe the implications Proactively recognise,

manage conflicts of of potential personal, manage and resolve real,
interest financial, and potential or perceived
institutional conflicts of conflicts of interest
interest, including transparently and in
conflicts of interest with accordance with ethical,
industry. legal and moral
obligations.
Recognise personal
conflicts of interest and
demonstrate an
approach to managing
them.

Seek assistance, as
appropriate, to mitigate
risk of conflict and to
resolve conflict with the
client and relevant
others

7.1.4 Exhibit professional Comply with AHPRA Intervene when aware of Exhibit professional
behaviour in the use of Social Media Policy breaches of behaviours in the use of
technology-enabled professionalism involving technology-enabled
communication Use technology-enabled technology-enabled communication
communication, communication
including their online
profile, in a professional,
ethical, and respectful
manner.

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 Follow relevant policies
regarding the
appropriate use of
electronic medical
records.

7.2 Demonstrate a 7.2.1 Demonstrate Describe the tension Demonstrate a Demonstrate Influence the professions
commitment to the accountability to clients, between the commitment to the accountability to clients, response to issues of
community by the community, and the physiotherapists role as promotion of the public society, and the societal accountability.
recognising and profession advocate for individual good in health care, profession by recognising
responding to clients and the need to including stewardship of and responding to
community manage scarce resources. societal expectations of
expectations in resources. the profession.
health care
Describe the social
contract between the
profession of
physiotherapy and
society.

7.3 Demonstrate a 7.3.1 Fulfil and adhere to Describe and comply with Describe how to respond Monitor institutional and
commitment to the the professional and the relevant codes, to a complaint or legal clinical environments and
profession by ethical codes, standards policies, standards, and action respond to issues that
adhering to of practice, and legal and laws governing can harm clients or the
regulation and industrial requirements physiotherapists and the delivery of health care.
standards governing practice profession

Recognise the clients

health care rights

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 7.3.2 Recognise and Describe and recognise Personally respond to Recognise and respond
respond to key behaviours that are peer group lapses in to unprofessional and
unprofessional and unprofessional or professional conduct. unethical conduct in
unethical conduct in unethical. colleagues in the health
physiotherapists and care professions
other colleagues in Describe and adhere to
health and other regulatory mandatory
professions reporting requirements
in a case of serous
unprofessional conduct
or practice.

7.4 Demonstrate a 7.4.1 Exhibit self- Describe the connection Manage the impact of Exhibit self-awareness and
commitment to awareness and manage between self-care and physical and effectively manage
personal health and influences on personal client safety. environmental factors on influences on personal
well-being to foster well-being and performance. well-being and
optimal professional professional Use strategies to professional performance.
practice performance improve self-awareness Demonstrate an ability
to enhance performance. to regulate attention,
emotions, thoughts, and
behaviours while
maintaining capacity to
perform professional
tasks.

7.4.2 Manage personal Identify strategies to Consider career options Manage personal and Role-model the
and professional support personal well- that will promote professional demands for management of competing
demands for a being, a healthy lifestyle personal strengths and a sustainable practice personal and professional
sustainable practice and appropriate self- enhance well-being. throughout the career priorities.
throughout the career care. life cycle
life cycle Manage competing
Seek appropriate health personal and Advocate for learning
care relevant to needs. professional priorities. and work environments
that provide
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 opportunities for a
healthy lifestyle

7.4.3 Promote a culture Describe the multiple Describe the importance Provide mentorship to Role-model and teach
that recognises, ways in which poor of early intervention for colleagues. learners and colleagues
supports, and responds physiotherapist health colleagues in need of about personal and
effectively to colleagues can present, including assistance Support others in their professional choices to
in need disruptive behaviour, professional transitions. effectively manage their
and offer support to Identify available practice.
resources, and describe Promote a culture that
peers when needed.
professional and ethical recognises, supports, and
Practise positive obligations and options responds effectively to
behaviours and deal with for intervention. colleagues in need.
negative behaviours to
promote a collegial work
environment.

7.5 Manage their 7.5.1 Set priorities and Reflect on and set Align priorities with Build relationships with Set priorities and manage
practice and career manage time to balance personal, educational, expectations for mentors time to balance practice
professional and and professional goals education and clinical and personal life
personal life work Balance personal life
Demonstrate time with responsibilities in Develop time
management skills Organise workusing education, research, management skillsin
strategies that address administration, and specific contexts, such as
Manage a personal strengths and areas to client care for delegation, in
schedule using tools and improve in personal meetings, andfor
technology effectiveness and teamwork.
efficiency

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7.5.2 Manage career Prioritise career pathway Review opportunities Reconcile expectations Outline remuneration
planning, finances, and options on the basis of available for further for practice with job models as they pertain to
health and human personal strengths and training and cost opportunities and area of practice
resources in practice goals, the needs of implications workforce needs
setting society and current and
projected workforce Undertake educational Undertake educational
needs. experiences to gain qualifications togain
competencies necessary competencies necessary
for career path for career path

Plan practice/
department finances,
considering short and
long term goals.

7.5.3 Implement Describe how practice Improve personal Implement processes to

processes to ensure standardisation can practice by evaluating a ensure personal practice
personal practice improve quality of health problem, setting improvement
management care priorities, executing a
improvement plan, and analysing the
results

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BIOBLIOGRAPHY

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