Apa Competence Framework v7.1 Final

PHYSIOTHERAPY
COMPETENCE
FRAMEWORK
Version 7.1
January 2023
Australian Physiotherapy Association
Level 1, 1175 Toorak Road, Camberwell VIC
PO Box 437, Hawthorn BC VIC Australia 3122
P: 03 9092 0888
F: 03 9092 0899
E: acp@australian.physio
W: https://www.australian.physio
Physiotherapy Competence Framework - V7.1 January 2023 ii

TABLE
OF CONTENTS
Abbreviations iv
Physiotherapy Competence Framework 1
- Overview 1
- Performance levels 2
- User guide 2
Role 1: Physiotherapy Practitioner 3
Role 2: Communicator 9
Role 3: Collaborator 15
Role 4: Leader 18
Role 5: Health Advocate 20
Role 6: Scholar 23
Role 7: Professional 28
Glossary 32
Bibliography 34
Physiotherapy Competence Framework - V7.1 January 2023 iii

ABBREVIATIONS
ACSQHC Australian Commission on Safety and Quality in Health Care
APA Australian Physiotherapy Association
CanMEDS Canadian Medical Education Directives
Physiotherapy Competence Framework - V7.1 January 2023 iv

THE APA
PHYSIOTHERAPY
COMPETENCE
FRAMEWORK
The APA Physiotherapy Competence Framework (Competence Framework) is based, with permission
of the Royal College of Physicians and Surgeons of Canada, on the Canadian Medical Education
Directions (CanMEDS) Physician Competency framework1 (Frank, Snell & Sherbino, 2015).
The overarching purpose of the Competence Framework is to support and enhance the practice
of qualified physiotherapists by providing explicit statements to guide professional development.
The performance statements reference Australian standards in safety and quality in healthcare
and promote contemporary practice across the diversity of areas in which physiotherapists work.
It is an evolving document that provides broad competencies that are intended to be applicable
across different practice areas, environments and settings.
It is expected that individual members will use the Competence Framework to reflect on their practice
and career goals, identify areas for development and to evaluate their continuing education needs.
A physiotherapist may choose to utilise the framework purely as a professional development guide
or progress through the physiotherapy career pathway to formalise acquisition of knowledge and skills
to support their career progression.
Course developers will use the Competence Framework to determine the intended learning outcomes
of their educational offerings and ensure that the content is consistent with the competencies and the
intended level of performance. This will ensure transparency and consistency between offerings at
the same level, and provide a common framework to which any professional development or formal
course of higher education can be mapped.
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 Competence Framework describes four stages or levels of competence attainment along
a continuum of performance from Foundation (Milestone 1) to Expert (Milestone 4) in an area of
physiotherapy practice (Figure 1). The Competence Framework extends physiotherapy competencies
beyond those of the Physiotherapy practice thresholds in Australia and Aoetearoa New Zealand
to the progressive practice stages of a physiotherapist’s career.
The Physiotherapy Competence Framework has four (4) components:

1. Roles
2. Definition of roles
3. Key competencies
4. Enabling competencies
1 Developed by the Royal College of Physicians and Surgeons of Canada in the 1990’s and revised in 2015.
http://canmeds.royalcollege.ca/en/about/history
Physiotherapy Competence Framework - V7.1 January 2023 1

The seven roles are based on the CANMEDs Competence Framework model but have been adapted for the
Physiotherapy profession:
• Physiotherapy Practitioner (replaces Medical Expert)
• Communicator
• Collaborator
• Leader
• Health Advocate
• Scholar
• Professional
The Physiotherapy Competence Framework Roles are intimately integrated in practice, however the weighting
of each role may differ between and within the four (4) physiotherapy career pathway milestones or between
client and non-client contact (e.g. experiential vs academic pathways).
Each of the seven Roles have Key Competencies, with components described by Enabling Competencies.
When reading an Enabling Competence, it should be noted each milestone builds on the previous level,
with the accumulation of higher level abilities. The Key and Enabling competencies provide only general
descriptions of performance. The performance descriptors are examples of activities that might be expected
in evidencing attainment of the competence.
There will be individual variability in level of performance across the Key and Enabling competencies.
However, on satisfactory completion of a period of training, such as the Specialisation Training Pathway
(Milestone 4) or Titling Credential (Milestone 3) the physiotherapist is expected to consistently perform
at or beyond the relevant Milestone level.
Figure 1. Description of Performance Levels
Milestone 1: A Physiotherapy practitioner at this level can independently manage a range of clients with
Foundation uncomplicated presentations in a particular area of practice. They can establish the client’s
goals and deliver safe and effective management. The practitioner is aware of their limitations
and seeks assistance when appropriate. They may have a role in supervision of students.
Physiotherapists commencing post entry-level development in a particular area of practice,

physiotherapists seeking to re-enter the workforce and practising physiotherapists moving
into the area of practice are expected to perform at this level.
Milestone 2: A Physiotherapy practitioner at this level can independently manage clients with more
Intermediate 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.
Milestone 3: A Physiotherapy practitioner at this level delivers safe and effective management in all
Highly but the most complex or critical client presentations in their area of practice and will be
Developed expected to be involved in mentoring/supervision, teaching, and/or research.
Performance at this level is expected of an APA Titled Physiotherapist.
Milestone 4: A Physiotherapy practitioner at this level can manage the most complex, difficult or critical
Expert client presentations in their area of practice, often as a point of expert clinical review,
opinion or referral. The physiotherapist demonstrates initiative and provides direction in the
practice area. The physiotherapist is involved in mentoring/ supervision, teaching and/or
research and is recognised by their peers as a leading practitioner in the field of practice.
Performance at this level is expected of a physiotherapist who has completed Fellowship by

Specialisation of the Australian College of Physiotherapists.

ROLE 1:
PHYSIOTHERAPY
PRACTITIONER
Definition
In this Role, the physiotherapist integrates all of the other Roles, applying knowledge, skills, and professional
values in the promotion of health and provision of culturally responsive, high-quality, and safe, client-centred
management.
Description
As a practitioner 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 practice and research evidence, and takes into account the client’s culture, 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
Practitioner Role is central to the function of a physiotherapist and draws on the competencies included in the other
roles (Communicator, Collaborator, Leader, Health Advocate, Scholar, and Professional).
KEY AND ENABLING Level 1 Level 2 Level 3 Level 4

COMPETENCE Foundation Intermediate Highly developed Expert
1.1 Practise physiotherapy within their defined scope of practice and expertise
1.1.1 Demonstrate Demonstrate culturally Practise within their Model excellence in
a commitment to responsive and defined scope of culturally responsive
excellence, high quality high-quality care and practice and expertise, high-quality client care
care and culturally management of their and refers on, and management
responsive management clients where appropriate
of their clients
1.1.2 Apply knowledge Apply biological, Apply biological, Apply biological, Apply a broad base
of biological, psychological, social psychological, social psychological, social and depth of knowledge
psychological social and other sciences and other sciences and other sciences in biological,
and other sciences to identify and manage to identify and manage to identify and manage psychological, social
relevant to the area common client diverse client a broad spectrum and other sciences to
of practice conditions presentations in their of complex client identify and demonstrate
area of practice conditions in their area knowledge adaptability
of practice to manage the breadth
Provide advice on of client presentations
aspects of their area Provide advice on in their area of practice
of practice to other aspects of their area of
clinicians practice to management Provide expert opinion
and other relevant to advise government
parties. or other organisations
or to provide expert
testimony
1.1.3 Carry out Recognise competing Maintain a duty of Adeptly carry out Model how to efficiently
professional duties demands in professional care and client safety professional duties in prioritise professional
in the face of multiple, duties and when required, while balancing multiple the face of multiple, duties in the face of
competing demands seek assistance in competing tasks competing demands multiple, competing
determining priorities demands
Teach others how to Maintain a duty of
Demonstrate a duty prioritise professional care and client safety
of care and client safety duties while balancing multiple
responsibilities

ROLE 1: PHYSIOTHERAPY
PRACTITIONER
1.1.4 Recognise Identify and take Adapt management, Contribute to the Advocate for, and
and respond to the appropriate action in informed by knowledge development of protocols promote, at organisational
complexity, uncertainty, clinical situations where and experience, as the or guidelines that and/or systems level,
and ambiguity inherent complexity, uncertainty, complexity, uncertainty, consider scope of to the development of
in clinical practice and ambiguity may play and ambiguity of the practice in the complexity, protocols or guidelines
a role in decision-making client’s clinical situation uncertainty, and ambiguity that consider scope of
evolves of a physiotherapy practice and respond to
practice situation the complexity, uncertainty,
and ambiguity inherent in
physiotherapy practice
1.2 Perform a client-centred assessment
1.2.1 Identify and Identify the concerns Consider urgency, Iteratively establish Demonstrate skill in
prioritise issues to be and goals of clients feasibility, availability priorities, considering efficient identification
addressed in a client during the consultation. of resources, and the perspective of the of client goals, and
consultation comorbidities in client (including values effective prioritisation
Select appropriate tools determining priorities and preferences) as the of issues, across
to assist development of for the client interaction client’s situation progressive interactions
priority issues. changes and evolves for complex client
Prioritise which issues presentations.
Identify which issues need to be addressed Demonstrate reasoning
need to be addressed during future visits or and experience in Develop a process for
during future visits or with other health care prioritising management assisting other practitioners
with other health care practitioners of client goals to prioritise client issues
practitioners
1.2.2 Plan and perform Plan and conduct Plan and conduct Efficiently conduct an Skilfully conduct an
an appropriate a client interview and a client interview and interview and physical interview and physical
assessment physical examination physical examination for examination for a examination and select
safely and effectively with safely and effectively for diverse range of clients appropriate investigations,
common presentations in a range of presentations in their area of practice adapting to unanticipated
routine practice situations. in practice area findings for any client in
Conduct an assessment the practice area
Seek guidance and Focus the client when a second opinion
feedback for more encounter, performing is requested or when Plan and implement
complex presentations it in a time-effective a high degree of an appropriate assessment
manner, without excluding diagnostic uncertainty in challenging or unusual
Identify and manage risk(s) key elements has already been situations in their area of
established practice.
Select commonly used Efficiently modify
diagnostic tests assessment plan Select and apply Conduct an assessment
efficiently informed by relevant tests for the to inform an expert opinion
Select and administer findings purposes of diagnosis in the area of practice
appropriate outcome and outcome assessment
measures across relevant Describe test reliability based on of essential Perform or recommend
domains of the International and validity, and for test characteristics highly skilled tests
Classification of diagnostic tests that expand on routine
Functioning, Disability sensitivity, specificity Order or recommend practice in their area of
and Health (ICF) or as and likelihood ratios, necessary and appropriate practice, in a manner
applicable to the client’s as rationale for test pathology and medical that peers identify as
presentation selection imaging investigations highly skilled
relevant to their area of
Outcome measure practice Teach selection of
selection is matched assessment techniques
to treatment goals and application of
physical tests and other
Recognise uncertainty investigations utilised
and the need for assistance in challenging and/or
or referral in situations that complex client situations,
are complex or unusual to that require experience
the physiotherapist and developed skill for
delivery

PRACTITIONER
1.2.3 Analyse and Demonstrate clinical Generate and prioritise Demonstrate clinical Demonstrate precision
interpret assessment reasoning ability in hypotheses demonstrating reasoning and the in clinical reasoning
results for the purpose identifying main problems knowledge and ability to draw from
of understanding and developing experience in the area a range of diagnostic Demonstrate ability
the client, the clients’ hypotheses for of practice and investigative tests to draw from and
contexts, and problems determining a differential and assessment efficiently synthesize,
to inform diagnosis, diagnosis for common Apply a hypothesis findings to inform a range of diagnostic
management, presentations testing approach to differential diagnosis and investigative tests
prognosis and differential diagnosis and management and information to
prevention, and health Identify targets for and/or explain causes accurately facilitate
promotion disease prevention of presenting problems Apply pattern prioritised problem list
and health promotion recognition, where or differential diagnosis
appropriate, to the for challenging and
process of differential complex clients
diagnosis
1.2.4 Establish health Initiate discussions Assist the client to Address the impact Establish optimally
management goals with client about goals identify important goals of the condition on the planned goals in
in collaboration with of care that reflect realistic client’s ability to pursue collaboration with
clients, which may expectations life goals and purposes the client addressing
include slowing Work with the client the clients’ needs
illness progression, to understand relevant Recognise risk and expectations and
achieving resolution options for care factors for limited considering challenging
of injuries or problems, recovery and complex requirements
treating symptoms, Address the client’s and resource availability
optimising function ideas about the nature
and palliation, illness and cause of the health
and injury prevention problem, their fears
and health promotion and concerns, and their
expectations of health
care professionals
Share concerns,
in a constructive and
respectful manner,
with the client, about
their goals of care when
they are not felt to be
achievable
Agree goals of
physiotherapy with
clients that are
(where practicable)
specific, measureable,
achievable, relevant
and timed (SMART).
Agreed goals are

sequenced from short
to medium/long term
as appropriate

PRACTITIONER
1.3 Plan and implement a client-centred management plan
1.3.1 Establish and Develop and implement Discuss with clients the Develop and implement Utilise knowledge and
implement a client a management plan degree of uncertainty tailored management experience to efficiently
–centred management for common client inherent in all clinical plans that consider the establish a client–centred
plan that includes presentations situations client’s health problems management plan
plans for ongoing and context in
management, referral Consider the client’s main Reach agreement with collaboration with Implement a client
and discharge health problems and the client and relevant clients and the -centred management
context, in collaboration others on priorities interdisciplinary team plan that supports
with the client and, when for each consultation ongoing care, including
appropriate, other health at the outset follow-up on investigations,
professionals, in plan response to intervention,
development Plan increments in further consultation,
function at each referral and discharge
Integrate the client’s consultation with the
perspective and context client as part of Demonstrate expert
into the collaborative management, with reasoning, drawing on
management plan consideration to experience in the area
socio-economic, of practice, in efficiently
Discuss with the client cultural and other preparing discharge
referral to another circumstances that plans
physiotherapist or health have impact.
practitioner when indicated
Determine the necessity

and appropriate timing
of consultations
Review client responses

to treatment and modify
the management plan
over time accordingly
Establish plans for

ongoing care for the client,
taking into consideration
the client presentation,
circumstances,
preferences, and actions,
as well as available
resources, best practices,
and research evidence
1.3.2 Determine the Describe to clients Ensure that clients, Integrate all relevant Determine the most
most appropriate common interventions where appropriate, sources of information appropriate interventions
interventions for the management of are informed about to select optimal for the client, efficiently
a given problem the risks and benefits interventions that are using adept reasoning,
of each treatment safe and client-centred, breadth of knowledge
Describe the indications, option in the context to address client and experience in the
contraindications, risks, of best evidence and priorities area of practice
and alternatives for a guidelines in the area
given intervention. of practice Consider the risks and
benefits of all methods
Utilise relevant sources
of information to identify
interventions that are
client centred, and
consider the risks and
benefits of the approach
Promote client self-

management strategies
when appropriate

PRACTITIONER
1.3.3 Perform Perform interventions Competently and Utilise experiential Perform procedures
interventions in safely and effectively for efficiently conduct knowledge and skills skilfully and safely,
a skilful and safe an individual or a group a range of interventions and consider clinical effectively adapting to
manner, adapting of clients for an individual or acuity, where appropriate, unanticipated findings
to changing practice a group in their area and potential for or changing clinical
circumstances Monitor the effect of of practice exacerbation or circumstances
interventions, and modify deterioration when
appropriately for their Monitor the effect tailoring the sequencing Perform interventions
area of practice of interventions, and execution of that extend beyond
demonstrating timely interventions for the client routine practice in
Seek advice when modifications the area of practice,
unexpected responses Perform interventions demonstrating
are encountered Recognise uncertainty that extend beyond significant skill
and the need for routine practice in the in delivery and
Implement a prevention assistance or referral area of practice, in modifications, in a
or health promotion in situations that are a manner that peers manner that peers
strategy relevant to the complex or unusual identify as requiring identify as highly skilled
clients’ presentation to the physiotherapist. specific skill.
1.4 Actively contribute, as an individual and as a member of a team providing care, to the continuous improvement of
safety and quality in health care
1.4.1 Adopt strategies Describe the individual Use strategies to Design processes that Design and initiate
that promote factors that can affect mitigate risk of adverse contribute to safety strategies to monitor
practitioner and human performance events or critical incidents improvements in their and improve client
client safety area of practice and practitioner safety
Engage clients and Demonstrate situational and promote quality
relevant others in the awareness informed by Mentor others in health care
continuous improvement experience in the area developing situational
of practitioner and of practice awareness in the area Utilise health forcasting
client safety of practice skill, where appropriate,
to enhance preventative
Use cognitive aids Engage members of strategies and minimise
such as checklists, the team in promoting risk in client encounters
structured communication safety
tools, or care paths, to
enhance client safety
Analyse and appraise

processes in ones’ own
practice and initiate
quality improvement
activity with guidance
or assistance
Respond to feedback
on their own practice
and client outcomes

PRACTITIONER
1.4.2 Work to improve Comply with work health Analyse processes Analyse a given near Implement strategies
safety and quality and safety obligations and client interactions miss or adverse event that promote client
in healthcare and under the Work Health to identify safety to generate safety and mitigate
management by and Safety Act and vulnerabilities recommendations to foreseeable risks
addressing human Code of Practice reduce risk and pro-
factors Identify potential mote safer care Model a blame-free
Describe human factors improvement culture to promote
that can affect practitioner opportunities arising Actively engage and openness and
and client safety from near misses, encourage all involved increased reporting
adverse events in healthcare, regardless of adverse events
Describe the ethical, or critical incidents of their role, to report in the workplace
professional and legal and respond to unsafe
obligations, and policies Engage clients and situations Apply initiative in testing
for reporting and relevant others in the change in processes
disclosure of near misses continuous improvement Mentor others to to reduce the impact
and adverse events of client safety identify and respond of foreseeable risks
to emerging risks human factors on client
Describe the elements Contribute to initiatives care and/or staff
of the health care system to monitor and improve Engage others to
that facilitate or protect safety and quality in develop a culture of Lead quality improvement
against near misses health care. continuous practice methods and processes
or adverse events improvement from different domains
Identify available and fields
Recognise and report supports for clients and
safety hazards, near health care professionals Foster a health care
misses, adverse events when near misses and culture that enhances
or critical incident adverse events occur quality healthcare
according to protocol and client safety
Recognise near-misses
in real time and respond
to correct them,
preventing them from
reaching the client
1.4.3 Apply quality Describe the domains Seek data to inform Analyse and appraise Implement strategies
improvement of health care quality practice and engage system processes in that promote client safety
processes to contribute (safe, effective, in an iterative process practice area in one’s and mitigate system failures
to improving systems evidence informed, of improvement own organisation
of health promotion client-centred, timely, and initiate quality Apply initiative in testing
and client care efficient, equitable) Analyse and appraise improvement activity change in processes
processes impacted to improve systems
Describe system by systems in ones’ Compare and contrast impacting client care
factors that can affect own teams’ practice systems thinking with and/or staff and teams
practitioner and client and initiate quality traditional approaches at organisational/
safety, including improvement activity to quality improvement interagency level
resource availability
and physical and Engage in projects Apply design thinking Promote, lead and
environmental factors to minimise risk in their to control hazards and disseminate quality
area of practice manage foreseeable improvement programs
risks in the health or at organisational level
other sector processes
Engage with health
professionals and
relevant stakeholders to
collaborate in improving
systems of client care
Implement systems
level improvements in
processes for identifi-
cation of and response
to client safety hazards,
near misses and
adverse events

ROLE 2:
COMMUNICATOR
Definition
As Communicators, physiotherapists form therapeutic alliances 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 client’s experience of his
or her health-related issues and goals. Physiotherapists explore the client’s perspective, including his or her
concerns, goals, beliefs about the impact of a condition, and expectations of their health care, and their specific
management. The physiotherapist integrates this knowledge with an understanding of the client’s context,
including socio-economic status, medical and 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 the practice of shared
decision-making: finding common ground with the client in developing a plan to address their health goals in
a manner that reflects their needs, values, preferences and lifestyle. This plan should be informed by relevant
evidence and guidelines.
Physiotherapists must also be able to communicate effectively with all stakeholders involved in their clients’
management.

2.1 Establish professional alliances with clients and relevant others

2.1.1 Communicate Demonstrate the key Communicate using a Participate in Demonstrate leadership
using a client–centred components of client-centred approach improvement projects and work with their
approach that a client-centred and that encourages client aimed at reducing organisation, consumers
encourages client collaborative approach trust and autonomy barriers to health literacy and/or State and/or
trust and autonomy in physiotherapy and is characterised by National systems,
and is characterised management. empathy, respect, and to make sure that the
by empathy, respect, compassion. information and services
and compassion Adopt a universal they provide are easy to
precautions approach understand, use and act
to health literacy on with best practice.
(ACSQHC, 2014)
2.1.2 Optimise the Demonstrate Mitigate physical Optimise the physical

physical environment preparation of the barriers to communication environment for
for client comfort, physical environment to optimise client client comfort, privacy,
dignity, privacy, that affects client comfort, privacy, engagement, and risk
engagement and comfort, privacy, engagement and optimal management in both
safety engagement, and safety risk management individual and group
interactions
2.1.3 Recognise Recognise when the Teach others to Demonstrate Demonstrate

when the values, values, culture, biases, recognise when client recognition of situations exemplary practice in
culture, biases, or or perspectives of and physiotherapist in which client and adapting management
perspectives of clients, clients, physiotherapists, values, culture, biases, physiotherapist values, to respect the values
physiotherapists, or relevant others may or perspectives threaten culture, biases, and culture of clients
or relevant others have an impact on the the quality of care, or preferences may to optimise outcomes
may have an impact quality of management and modify the approach threaten the quality of
on the quality of and modify the to client management. care and management,
management, and approach accordingly. and effective modification
modify the approach of the approach to client
to the client accordingly management

ROLE 2: COMMUNICATOR

2.1.4 Respond to Identify non-verbal Demonstrate effective Demonstrate expertise

client’s non-verbal communication on the use of non-verbal in recognising and
behaviour to enhance part of clients and its communication skills responding to
communication impact on physiotherapist in difficult situations non-verbal cues
–client communication delivering optimal
communication
Use appropriate non-
verbal communication
to demonstrate
attentiveness, interest,
and responsiveness
to clients and relevant
others
Respond to clients’ non-

verbal communication
and use appropriate
non- verbal behaviours
to effectively enhance
communication with
clients and relevant
others
2.1.5 Manage Recognise potential Recognise when Recognise when Demonstrate expertise
disagreements and risk for conflict, and personal feelings in an strong emotions in management
emotionally charged take action to minimise encounter are valuable (such as, anger, fear, of challenging
conversations that risk clues to the client’s anxiety, or sadness) disagreements and
emotional state and are affecting an emotionally charged
Critically reflect upon respond appropriately interaction and respond conversations
emotional interactions appropriately
and identify how Establish boundaries Coach others how to
different approaches as needed in emotional Counsel others manage disagreements
may have affected the situations impacted by and emotionally
interaction disagreements charged conversations.
Demonstrates and emotionally
effective strategies charged conversations.
when managing
disagreements
2.1.6 Adapt to the Identify factors, including Appropriately tailors Adapt to the unique Demonstrate
unique needs, cultural, that impact approaches to needs and preferences awareness and take
preferences and the clients’ decision- decision-making to of each client appropriate action,
circumstances of making capacity client capacity, values, presentation and anticipating client
each client and to his and preferences circumstances needs and preferences
or her management Assess and implement in difficult and complex
and requirements clients’ preferred client consultations
involvement in
decisions about care
Recognise when
assistive communication
devices may be indicated,
and liaise with appropriate
others to meet client
requirements


2.2 Elicit and synthesise accurate and relevant information, incorporating the perspectives of clients and,
where appropriate, relevant others
2.2.1 Use client- Conduct a structured Conduct a client- Integrate, summarise, Demonstrate ability to
centred interviewing client- centred interview, centred interview, and be able to present be adept in effectively
skills to effectively gathering relevant demonstrating flexibility the biomedical and gathering relevant
gather relevant biomedical and in gathering all relevant biopsychosocial biomedical and
biomedical and psychosocial information biomedical and information obtained psychosocial
psychosocial in the context of psychosocial information from a client- centred information across the
information common presentations for any clinical interview breadth of clients in
in routine practice presentation in the area their area of practice
situations of practice Teach learners
variations in approaches Model for learners’
Actively listen and Integrate and synthesise to the client-centred various approaches
respond to client information about the interview in their area to the client-centred
cues, clarifying client client’s beliefs, values, of practice interview in their area
responses as required preferences, context of practice
and expectations
Explain the purpose with biomedical
of the physiotherapy and psychosocial
assessment, relevant information
risks and options,
and ensure client
understanding
2.2.2 Provide a clear Use a framework to Manage the flow of the Manage the flow of Model efficient
sequence for and structure the client interaction while being challenging client structuring and effective
manage the flow interaction attentive to the client’s interactions, including management of flow,
of the entire client cues and responses those with angry, for the entire client
encounter distressed, or excessively interaction
talkative individuals
2.2.3 Obtain and Obtain informed Use shared decision Demonstrate ability
document informed consent for assessment making in the to manage complex
consent, explaining and interventions consent process, ethical consent
the risks and benefits explaining the indications, taking into account processes
of, and the rationale risks, benefits, and risk and uncertainty,
for, a proposed test alternatives for the and utilise practitioner
or intervention proposed options experience to inform
the considerations.
Document informed
consent accurately
2.2.4 Seek and Seek out potential Seek out and Model use of family,
synthesise relevant sources of information synthesise relevant relatives and/or friends,
information from that may assist in a information from other where appropriate,
other sources, client’s management. sources, including as a source of information
including the client’s the client’s family when conducting client
family, with the and relevant others, interviews, planning
client’s consent with the client’s consent and implementing
management strategies
with consent of client


2.3 Share health care information and plans with clients and, where appropriate, relevant others
2.3.1 Share health Communicate findings Provide information Communicate clearly

care information and the plan of care on the condition or with clients and relevant
and plans with clearly and accurately problem and predicted others in challenging
clients and, where to clients and relevant outcomes in a encounters with
appropriate, relevant others compassionate, complex ethical issues
others, checking for respectful, and objective
client understanding Use strategies to verify manner to the client
and validate the client’s and relevant others
and relevant other’s
understanding of the Convey information
problem, management related to the client’s
plan and likely outcomes health status, care,
and needs in a timely,
Recognise when to seek honest, and transparent
help in providing clear fashion
explanations to clients
and relevant others
Respect the client’s

right to share, or not to
share, information or
not to involve others in
decision making
2.3.2 Disclose Follow the Australian Conduct peer review Contribute to the
adverse events to Open Disclosure and practice improvement of the
clients and, where Framework in disclosing assessments related system of disclosure
appropriate, relevant near misses and to adverse events of adverse events and
others accurately adverse events to lead change in risk
and appropriately clients (ACSQHC, 2013) minimisation to the
development of a safe
Seek assistance as and just culture
necessary when dealing
with adverse events Provide support to clients
and staff through the
open disclosure process
2.4 Engage clients and, when appropriate, relevant others in developing and delivering plans that reflect the client’s
health care needs and goals
2.4.1 Use Use relevant questions Use communication Use efficient and skilful Model cultural safety
communication to elicit an understanding skills confidently and communication and in all aspects of their
skills and strategies of health care goals effectively to help the strategies to facilitate communication.
that are respectful, and needs from clients client make informed discussions with
non-judgmental, and, where appropriate, decisions regarding clients in a way that is Provide leadership in
and culturally safe relevant others their health responsive, respectful, establishing culturally
to facilitate non-judgmental, and safe communication
discussions with Include the perspectives culturally safe in their practice/
clients and relevant of clients and relevant organisation
others others when developing Demonstrate depth in
care plans strategies, effectively
responding to diversity
Demonstrate cultural in client backgrounds,
sensitivity and safety to enable client
in interviewing understanding and
informed decision
Demonstrate
making
interviewing techniques
for encouraging
discussion, questions,
and interaction
Conduct interviews
with an interpreter


2.4.2 Assist clients Identify the various Assist clients and Contribute to innovation Lead the development
and relevant others technologies available relevant others to in information and of information and
to identify, access, to enhance clients’ identify, access, and communication communication
and make use of understanding and make use of information technology to improve technologies to
information and management of their and communication client access to enhance management
communication health care technologies to support information in their area of practice
technologies to their care and manage
support their care Utilise communication their health Teach others to utilise
and manage their technology to enable communication
health client management technology enabling
access to physiotherapy
management
2.4.3 Communicate Demonstrate ability to Modify effectively Demonstrate a range Tailor communication
effectively with modify communication education strategies of communication effectively to an
client to optimise style with client or to the client needs and styles to facilitate client individual client or group,
management a group of clients responses, to facilitate or group understanding demonstrating optimal
and relevant others to engagement in their and execution of client engagement in
facilitate management management management strategies management
in the area of practice
Contribute to the
development of policy in
effective communication
in their practice/
organisation
2.5 Document and share written and electronic information about the physiotherapy encounter to optimise
decision-making, client safety, confidentiality, and privacy
2.5.1 Document Comply with regulatory Document information Mentor others in Model preparation
client interactions in and legal requirements, about clients and their accurate and complete of documentation for
an accurate, complete, including privacy conditions in a manner documentation that complex reports and/or
timely, and accessible legislation, for record that enhances intra- complies with expert opinion reports
manner, in compliance keeping and sharing and interprofessional regulatory and legal
with regulatory and health information care requirements
legal requirements
Document clearly within Identify and correct Prepare documentation
an electronic or written vague or ambiguous for expert opinion
health record, the documentation through reports
essential elements of process of self-audit
the client interaction using Conduct peer review
a structured approach Adapt record keeping and practice assessment
to the specific regarding record
Convey in the health guidelines of the area keeping practices
record clinical reasoning of practice and the
and the rationale for client clinical context
decisions
Include as appropriate
in the record the client’s
narrative of his or her
health experience
Maintain accurate and

up-to-date problem lists
and management plans


2.5.2 Communicate Demonstrate reflective Share information in Adapt use of written Coach others in
effectively using a listening, open-ended his or her health record health record to the effective communication
written health record, inquiry, empathy, and with the client to client’s health literacy using a written health
electronic health effective eye contact enhance collaboration and the clinical context record, electronic
record, or other while using a written or and joint decision-making medical record, or other
digital technology electronic health record Build reminders and digital technology
clinical practice
Use electronic tools guidelines into the
appropriately to health record to
communicate with enhance care
clients, protecting their
confidentiality
2.5.3 Share Comply with the legal Demonstrate Adapt written and Demonstrate deftness
information with requirements for privacy proficiency in assessing electronic communication and judgement in
clients and, and confidentiality, and the client’s needs and to the specificity of the sharing of information
where appropriate, organisational protocols the preferred method area of practice and with clients and
with authorised of written and electronic of information sharing to the expectations of authorised others,
others in a manner communication clients that enhances
that respects client Demonstrate proficiency understanding in
privacy and Describe the different in using the methods complex or difficult
confidentiality levels of written and available for information situations
and enhances electronic health literacy sharing in the
understanding of clients and their practitioner setting Demonstrate
implications for client and area of practice exemplary respect
care communication for client privacy and
confidentiality
Share information
with clients and,
where appropriate,
with authorised others
in a manner that
respects client privacy
and confidentiality
and enhances
understanding

ROLE 3:
COLLABORATOR
Definition
As Collaborators, physiotherapists work effectively with health care and other professionals to provide safe,
high-quality, client-centred management.
Description
Physiotherapists engage in collaborative practice that is essential for safe, high-quality, client-centred
management, and which involves clients and their families, carers, and potentially physiotherapists and other
colleagues in the health care professions, community partners, health system stakeholders, agencies and other
organisations.
Physiotherapists promote, through collaboration, 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. Effective collaboration involves sharing knowledge, perspectives and responsibilities, and a willingness
to learn together. This requires understanding the roles of others, pursuing common client centred goals and
outcomes, and managing differences, including resolution of conflict.
Collaboration skills are broadly applicable to activities beyond clinical care, such as work safety, environmental
safety, administration, education, advocacy, and scholarship.

3.1 Work effectively with colleagues in the health care and other professions to provide safe, high-quality,
client-centred management
3.1.1 Establish and Establish positive Establish and maintain Anticipate, identify, Lead and Analyse
maintain positive relationships with positive relationships and respond to client interactions among
relationships with colleagues in the health with colleagues in the management issues healthcare professionals
colleagues in the care professions to health care professions related to the function to optimise the
health care and support collaborative care to support of a team performance of the team
other professions collaborative care
to support Respect established Facilitate strategies to Demonstrate exemplary
collaborative care operational roles of Actively contribute to promote collaborative interprofessional
their team collaborative practice practice in their area collaboration for better
of practice health outcomes
Receive and Differentiate between
appropriately respond task and relationship Demonstrate
to input from other issues among health knowledge of expertise
healthcare professionals care professionals of other professionals
across the diversity of
Participate in the area of practice,
opportunities for to facilitate optimal
collaboration among collaborations
health care professionals
along the continuum
of care
Describe the roles and

scopes of practice of
other health professionals
related to the area of
practice
3.1.2 Negotiate Recognise the Negotiate overlapping Negotiate Lead discussions with
overlapping and importance of and shared disagreements colleagues re: the role
shared responsibilities professional role responsibilities with regarding shared of physiotherapy in
with colleagues diversity and integration medical and other responsibilities with their practice area in
in health care and in high-quality and safe colleagues involved medical and other episodic and ongoing
other professions client management in client management colleagues involved management
in episodic in client management
and ongoing care

ROLE 3: COLLABORATOR

3.1.3 Engage in Discuss with clients Identify referral and Model respectful
respectful shared any plan for involving consultation as shared decision-making
decision-making with other health care opportunities to with clients and relevant
colleagues involved professionals or improve quality of care others and with other
in client management relevant others, and client safety by professional colleagues
including other sharing expertise
physiotherapists, Use referral and
in their management Integrate the client’s consultation as
perspective and context opportunities
Engage in respectful into the collaborative to improve quality of
shared decision-making management plan care and client safety
with clients and relevant by sharing expertise
others and with other
colleagues in the health
care professions
Provide timely and

necessary written
information to colleagues
to enable effective client
management
Communicate
effectively with other
colleagues in the health
care professions
3.2 Work with physiotherapists and other colleagues in health care and other professions to prevent
misunderstandings, manage differences, and resolve conflicts
3.2.1 Demonstrate Respect the diversity Actively listen to and Delegate tasks and Lead the active
respect toward of perspectives and engage in interactions responsibilities in development of positive
collaborators expertise among health with collaborators an appropriate and collaborative working
care professionals respectful manner relationships
Convey information Maintain positive

considerately relationships in all
professional contexts
3.2.2 Implement Identify factors that Identify communication Mentor others in Develop and implement
strategies to promote contribute to barriers in the client effective collaboration effective strategies
understanding, misunderstandings, management team strategies to resolve conflicts
manage differences differences and in a manner that
and resolve conflicts conflicts in the practice Listen to, understand Gather the information supports a collaborative
in a manner setting and find common and resources needed culture
that supports ground with collaborators to resolve conflicts
a collaborative culture Describe different among collaborators Effectively facilitate
approaches to preventing conflict resolution
misunderstanding and Analyse problems
managing differences with team dynamics
Communicate clearly Gain consensus

and directly to resolve among colleagues
conflicts in resolving conflicts
Respond to requests
and feedback in a
respectful and timely
manner

ROLE 3: COLLABORATOR

3.3 Effectively and safely delegate or transfer management to another professional
3.3.1 Determine when Describe how scope Judiciously Manage the effective Demonstrate expertise
management should of practice can trigger recognises when transfer of complex in case management,
be transferred to delegation or transfer management should be clients to the appropriate and in optimal referral(s)
another physiotherapist, of management transferred or delegated health care or other
healthcare or other to another health care professional(s)
professional or allied Describe common or other professional
health assistant transitions in
management and
the process of safe
delegation
Demonstrate effective
supervision in delegated
tasks
Recognise and act

on client safety issues
in the delegation
or transfer of
management to an
allied health assistant
3.3.2 Demonstrate Identify specific Demonstrate Mentor others in Model effective

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

on client safety issues
in the transfer of
management

ROLE 4:
LEADER
Definition
As Leaders, physiotherapists engage with others to contribute to a vision of quality services in the health
and other sectors and take responsibility for the delivery of excellent client care through their activities as
practitioners, administrators, scholars, and/or teachers.
Description
The Leader Role describes the engagement of all physiotherapists in shared decision-making for the operation
and ongoing evolution of systems in the health and other sectors. Physiotherapists demonstrate collaborative
leadership and management within the health and other sectors.
At a system level, physiotherapists contribute to the development and delivery of continuously improving
health promotion, health care and preventative services, and engage with others in working toward this goal.
They function as individual care providers, as members of teams, and as participants in, and leaders of,
health and other sectors.

4.1 Contribute to the improvement of health promotion and health care delivery in teams, organisations, and systems
4.1.1 Use health Analyse the data Audit practice against Map information and Use health informatics
informatics and available from health indicators of Safety process flow in the to improve the systems
technology to improve information systems in and Quality appropriate care of clients in their of quality of client care
health promotion and their practice to opti- to the practice setting team or organisation and optimise client
the safety and quality mise client care and suggest process safety
of care changes for quality
improvement and client Compare service
safety delivery data to accepted
targets and goals and
plan improvements
4.2 Engage in the responsible utilisation and management of available resources
4.2.1 Allocate and Identify the differences Describe the costs Describe models for Allocate health care
utilise health care and between efficacy, of common diagnostic resource stewardship resources for optimal
other resources for effectiveness and and therapeutic in health care used at client care
optimal client service efficiency with respect interventions as well the institutional level
delivery to health care delivery as factors affecting Provide expert opinion
these costs Consider costs when to optimise practice
Analyse a case to choosing tests and patterns for
show how practice- Use clinical judgment care options cost-effectiveness
related decisions affect to minimise wasteful and cost control
service utilisation practices Provide advice on
and health-system evaluating service care
sustainability Describe the ethical strategies in order to
debate related to minimise waste
resource stewardship
in health care Seek information on
current and emerging
innovation/ technology
to improve service
delivery

ROLE 4: LEADER

4.2.2 Apply evidence Discuss strategies to Apply evidence or Determine cost Apply evidence and
and management overcome the personal, guidelines with respect discrepancies between facilitate improvement
processes to achieve client, and organisational to resource utilisation best practice and their in management
cost-appropriate factors that lead to in common clinical current practice processes to achieve
service delivery waste of health care scenarios. cost- appropriate care
resources Optimise practice
patterns for Compare utilisation
Describe how cost-effectiveness data within and outside
evidence-informed and cost control their institution/practice
physiotherapy can be to revise processes
applied to optimise that are inefficient or
health care resource unnecessary
allocation
4.3 Demonstrate leadership in professional practice
4.3.1 Demonstrate Describe leadership Contribute to leading Lead healthcare Demonstrate leadership
leadership skills styles as they relate project components in change and redesign skills to enhance
to enhance quality to the health care their area of practice, initiatives in projects in healthcare teams and/
practice or other sectors that enhance quality their area of practice or complex organisation/
practice system/practice level
Demonstrate Create opportunities change
self-awareness, Analyse their own for others to develop
self-reflection, leadership style leadership skills Mentor others to
and self-management including strengths, develop leadership
in developing weaknesses, skills
leadership skills and biases.
Reflect on the impact
of their own leadership
style on their professional
performance and the
performance of others
4.3.2 Facilitate Compare and contrast Analyse and evaluate Describe key health Share a clear vision
change in service local health and human data available on their policy and organisational and lead change at
delivery to improve services systems with own practice outcomes issues in their area of organisational/practice
services and out- other models around to initiate improvements practice or setting of level to enhance
comes the world in service delivery and care services and outcomes
outcomes
Identify the key issues Develop strategies Use data to inform
regarding the need with clear objectives planning and implement
to improve health care collaboratively with a change strategy to
delivery and the role clients, managers improve services and
of physiotherapist and other stakeholders outcomes in their area
leadership in this to improve client of practice
improvement experiences and
outcomes Disseminate processes
Actively engage in and outcome changes
change initiatives led Support others in as part of continuous
by others managing change of improvement
behaviour or practice
to improve services

ROLE 5:
HEALTH ADVOCATE
Definition
As Health Advocates, physiotherapists contribute their expertise and influence as they work with groups,
communities, client populations, government and other agencies and organisations to improve the health
of individuals and groups of people. 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 contribute to efforts to improve the health and well-being of their clients, their communities,
and broader populations which they may serve.
Improving health is not limited to mitigating illness or trauma, but also involves illness and injury prevention
and health promotion. 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, disability, 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 whom 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.
Physiotherapy advocacy occurs within complex systems and thus requires the development of partnerships
with clients, support networks, relevant others or community agencies and organisations to influence health
determinants. Advocacy often requires engaging with other health care professionals, community agencies,
administrators, and policy-makers.

5.1 Respond to the individual client’s health needs by advocating with the client within and beyond the practice setting
5.1.1 Work with Describe the role of Identify a given Demonstrate an adept Lead others in how to
clients to identify health care professionals client’s needs for health approach to working work effectively and
and address the in client advocacy services or resources with clients to advocate efficiently with complex
determinants of outside of their scope of for beneficial services clients to address the
health that affect Define individual and practice, and facilitate or resources determinants of health
them, and their social determinants of timely client access that affect them and
access to necessary health and explain their their timely access to
health services or implications needed health services
resources or resources
Identify the barriers
clients and families Engage in advocacy
encounter in accessing to administrative or
an appropriate care governing bodies on
plan and support needs behalf of clients in their
area of practice
Identify a given client’s
need for health services
or resources related
to the scope of their
practice
Facilitate timely client

access to address
need outside the
physiotherapist’s scope

ROLE 5: HEALTH ADVOCATE

5.1.2 Work with Describe the value Educate the client Work with clients Model working with
clients and relevant of promoting healthy and relevant others with challenging clients with challenging
others to increase behaviours and the about information and complex needs and complex needs to
opportunities barriers to behaviour and resources, to increase opportunities increase opportunities
to adopt healthy change including communication to adopt healthy to adopt healthy
behaviours technologies, behaviours behaviours
Describe principles to improve health
of behaviour change Prepare and lead
and apply limited Apply the principles strategies to influence
strategies in client of behaviour change organisations to
encounters to facilitate during conversations support client adoption
behaviour change with clients about of healthy behaviours
adopting healthy
Identify resources behaviours
or agencies that
address the health Connect clients with
needs of clients programs and support
services to facilitate
change to healthier
behaviours
5.1.3 Incorporate Describe the Incorporate illness Demonstrate effective Lead and demonstrate
illness and injury processes of illness and injury prevention, application of a range initiative in illness and
prevention, and injury prevention, health promotion, of strategies for illness injury prevention, health
health promotion, health promotion, and health surveillance and injury prevention, promotion, and health
and health surveillance and health surveillance activities into interactions health promotion and surveillance activities
activities into practice with individual clients health surveillance in the management
Work with the client activities in management of clients in the area
and relevant others of clients in their area of practice
to identify opportunities of practice.
for illness and injury
prevention and health
promotion.
5.2 Respond to the needs of the groups, communities or populations they serve by advocating with them for
organisational or system-level change to achieve improved health outcomes
5.2.1 Work with Identify groups, Analyse current policy Advocate for and
a group, community communities or or policy developments facilitate system
or population populations they serve that affect the and/or policy changes
to identify and who are experiencing communities or to impact determinants
address the social, health inequities and populations they serve of health through
economic and identify opportunities appropriate service
environmental factors to contribute to local Work collaboratively design
that influence health efforts to address with groups,
status contributing factors communities or
populations to identify
and address, at an
organisational level,
the social, economic
and environmental
factors that affect them

ROLE 5: HEALTH ADVOCATE

5.2.2 Improve Participate in continuous Identify clients or Lead change in

practice by applying quality improvement populations that are not practice to achieve
a process of continuous processes related being served optimally process of continuous
quality improvement to health promotion in their practice and quality improvement
to illness and injury and illness and injury seek out methods for in illness and injury
prevention, health prevention programs improvements prevention, health
promotion, and health promotion, and health
surveillance activities Report clusters of surveillance activities
unusual cases seen in their area of practice
in practice to the
appropriate authority or
team leader, balancing
client confidentiality
with the duty to protect
public health
5.2.3 Contribute to Evaluate and promote Partner with relevant Distinguish between Actively participate
improvement of health available resources others to identify competing health in organisational
in the community to support the health the health needs interests of the processes to improve
or population the needs of communities of a community individuals, communities, health in the communities
practitioner serves or populations or population they serve and populations or populations
they serve they serve they serve

ROLE 6:
SCHOLAR
Definition
As Scholars, physiotherapists demonstrate a commitment to maintaining and enhancing their professional
competence. This is achieved by engaging in critical reflection, continuous learning, teaching others
and contributing to scholarship throughout their career.
Description
Physiotherapists develop scholarly abilities to enhance and advance health and health care. Physiotherapists
enhance safety and quality 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 and other sectors by continuous
professional development.
Physiotherapists strive to master their domains of expertise and to share their knowledge. They implement
a planned approach to lifelong learning. They recognise the need to continually learn and to model the practice
of lifelong learning for others. Through their engagement in evidence-informed and shared decision-making,
they recognise uncertainty in practice and formulate questions to address knowledge gaps. Physiotherapists
are able to identify relevant evidence, critically evaluate it and apply it in their practice and scholarly activities.
They utilise the best available research evidence to arrive at decisions, while taking client values and preferences
into account.
As teachers physiotherapists facilitate, individually and through teams, the education of students, colleagues,
co-workers, clients, the public and others. Finally, physiotherapists’ scholarly abilities allow them to contribute
to the application, dissemination, translation, and creation of knowledge and practices applicable to the health
and other sectors.

6.1 Engage in ongoing learning to enhance their professional activities.
6.1.1 Develop, Describe the obligations Demonstrate a Maintain a plan to Model the development
implement, monitor, and benefit of lifelong structured approach enhance competence and implementation
and revise a personal learning and ongoing to monitoring progress across all roles for of a plan to enhance
learning plan to enhancement of of personal learning ongoing professional competence across
enhance professional competence in their professional practice all roles for ongoing
practice practice professional practice,
Discuss and create including mentoring
a learning plan and of others
strategy for ongoing
self-monitoring with
a mentor, advisor
or learning coach
Use technology to
develop, record,
monitor, revise, and
report on personal
learning in the area of
professional practice
Comply with
Physiotherapy Board of
Australia requirements
for continuing
professional development

ROLE 6: SCHOLAR

6.1.2 Identify Identify, record, Regularly engage in Seek and interpret Access and synthesise
opportunities for and answer questions personal learning by multiple sources of multiple sources of
learning and arising in daily work drawing upon various performance data performance data
improvement by sources (daily work, and feedback, applicable to a scope
regularly reflecting Seek help or pursue literature, formal or with guidance, of practice, and utilise
on and assessing learning opportunities, informal education to continuously improve to design improvement
their performance as appropriate, sessions) to identify performance strategies in their
using various internal when limits of current and prioritise learning practice
and external sources expertise are reached needs
of information
Describe the Revise and monitor
implications for learning a performance
of reflection during improvement plan
action and after action based on changes
to scope of practice
Use critical self-reflection
and seek peer review
to improve their own
practice
Maintain a continuing
professional development
portfolio and reflect on
learning
6.1.3 Engage in Participate effectively Identify the learning Lead and mentor
collaborative learning in collaborative group needs of a health care collaborative learning
to continuously learning team to continuously improve
improve personal personal practice
practice and contribute Mentor others in and contribute to
to collective development and collective improvements
improvements in revisions of learning in practice
practice plans in their area of
practice
6.2 Facilitate the learning of students, clients, the public, and other health care professionals
6.2.1 Recognise Describe the concepts Identify behaviours Use strategies for Apply strategies to
the influence of of formal, informal, associated with positive deliberate, positive mitigate the tensions
role-modelling and and hidden curricula and negative role- role-modelling between formal,
the impact of the modelling informal, and hidden
formal, informal, curricula
and hidden curriculum Describe the link
on learners between role-modelling
and the hidden curriculum
6.2.2 Promote a safe Describe factors that Explain how power Ensure a safe learning Lead change to
learning environment can positively or differentials between environment for all promote a safe learning
negatively affect the learners and teachers members of the team. environment
learning environment can affect the learning
environment Facilitate a safe and
Describe strategies for positive learning
reporting and managing organisation culture
witnessed or experienced
mistreatment

ROLE 6: SCHOLAR

6.2.3 Ensure client Speak up in situations Recognise unsafe Balance supervision Model supervision and
safety is maintained in the clinical training clinical situations and graduated graduated responsibility,
when learners are environment where involving learners responsibility, ensuring in an adept manner,
involved client safety may be and manage them the safety of clients ensuring the safety of
at risk appropriately and learners clients and learners
6.2.4 Plan and deliver Demonstrate basic Apply a model of clinical Choose appropriate Use relevant learning
education activities skills in educating education relevant to content, teaching theories to enhance
others, including clients their practice setting format, and strategies the learning of others
and their families, tailored to a specific
students and peers Define specific learning educational context. Teach at national and/
objectives for a teaching or international levels
Plan and deliver activity Teach the public and relevant to their area
education activities other health care or of practice
within their scope of Demonstrate effective industry stakeholders
practice to assistants, education and supervision
students and peers as a clinical educator Teach aspects within
their practice scope
Demonstrate effective to other clinicians
mentoring of junior staff
6.2.5 Provide Describe the features Provide effective Model regular Facilitate learners and
contextually of effective feedback feedback to enhance self-assessment and teachers to manage
appropriate feedback and its importance for learning and feedback-seeking the emotional impact
to enhance learning teaching and learning performance of others behaviour of giving and receiving
and performance feedback
Provide written or
verbal feedback to Work with those who
students and other give and receive
members of the team feedback to develop
plans for improvement
6.2.6 Implement Contribute to the Demonstrate appropriate Evaluate education Apply systematic
continuous evaluation of teachers assessment of other programs regularly, approaches to
improvement of and programs in an learners and improve and assessment of learners
education based honest, fair, and update when indicated or evaluation of
on evaluation constructive manner Contribute to the programs
assessment of other
learners
6.3 Integrate best available evidence into practice
6.3.1 Recognise Formulate structured Design and Implement Coach other health
practice uncertainty questions related to processes in the professionals to
and knowledge gaps identified knowledge workplace for recording formulate and
and generate focused gaps and prioritising implement processes
questions that questions of importance to address knowledge
address them to the area of practice. gaps
6.3.2 Identify and Identify the research Demonstrate Coach others to find Lead the identification
select relevant designs most suited proficiency in identifying, and select sources of and promulgation of
pre-appraised to the type of question selecting, and navigating evidence for a given current sources of
resources and (e.g. therapy, clinical information practice-related question pre-appraised and
original research prevention, diagnosis, sources. original research in their
prognosis, meaning area of practice
and experience)
Search databases
such as the Cochrane
Library, Physiotherapy
Evidence Database
(PEDro) and other
sources and retrieve
relevant pre-appraised
and original evidence.

ROLE 6: SCHOLAR

6.3.3 Critically Demonstrate the use Determine the risk of Interpret study findings Participate in the
evaluate the integrity, of critical appraisal bias in a wide range of in the context of development of an
reliability, and frameworks to evaluate scholarly sources. uncertainty, including a evidence synthesis.
applicability of health common study designs. discussion and critique
-related research and Discuss the barriers of their relevance to
literature Describe the to and facilitators of professional practice.
generalisability of a applying study findings
study or synthesis of to professional practice. Critically evaluate
studies. the integrity, reliability,
and applicability of
Describe the influence health-related research
of cognitive biases on and literature
the appraisal process
Coach other health
professionals to use
critical appraisal
frameworks to evaluate
common study designs.
6.3.4 Integrate Demonstrate use of Demonstrate the use Coach other health
evidence into best available evidence of an integrated model professionals to integrate
decision-making along with available of decision-making evidence effectively into
in their practice resources, clinical that combines best decision-making in their
expertise and client’s evidence, available practice
preferences when resources, and
making clinical decisions. professional expertise Use implementation
in the context of clients’ science to facilitate
specific situation, evidence informed
experience, expectations, practice change
values and preferences
6.4 Contribute to the dissemination and/or creation of knowledge and practices applicable to health
6.4.1 Demonstrate Describe the basic Apply the principles of Engage in scholarly
an understanding scientific principles of research and scholarly inquiry or research
of the scientific research and scholarly inquiry to contribute to
principles of research inquiry a scholarly investigation
and scholarly inquiry or the dissemination
and the role of Describe the role of of research findings in
research evidence research and scholarly their area of practice
in health care inquiry in contemporary
health care
6.4.2 Identify ethical Describe the ethical Discuss and provide Apply ethical principles Teach others the
principles for research principles applicable to examples of the ethical relevant to research application of ethical
and incorporate research and scholarly principles applicable to and scholarly enquiry principles in research
them into obtaining inquiry research and scholarly
informed consent, inquiry relevant to their
considering potential area of practice
harms and benefits,
and considering
vulnerable populations

ROLE 6: SCHOLAR

6.4.3 Contribute to Describe the roles Seek opportunities to Participate in the work Actively participate
the work of research and responsibilities of participate in scholarly of a research program. as a research team
programs principal investigators inquiry in addressing member, balancing
and collaborators in a questions in their area the roles and
research project of practice responsibilities
of a researcher with
Compare and contrast the clinical roles
the roles and respon- and responsibilities
sibilities of members of a physiotherapist
of a research team
and describe how they
differ from clinical and
other practice roles and
responsibilities
6.4.4 Pose questions Describe the Discuss and critique Pose relevant and Coach others to pose
amenable to scholarly characteristics of the possible methods appropriately constructed relevant, appropriately
inquiry and select a well-constructed of addressing a given questions amenable to constructed questions
appropriate methods research question scholarly question scholarly investigation that are amenable to
to address them scholarly investigation
Describe common Select appropriate
methodologies used methods of addressing Engage in the application
for scholarly inquiry a given scholarly and implementation of
in physiotherapy question in their area appropriate methods in
of practice a scholarly investigation
Develop resources
and capacity to support
evidence informed
decision making
6.4.5 Summarise Summarise and Summarise and Take responsibility Present scholarly
and communicate to communicate to peers communicate to for summarising and work at seminars and
professional and lay the findings of professional and lay communicating study conferences
audiences, including applicable research audiences, including findings to stakeholders
clients, the findings and scholarship clients, the findings of Inform and promote
of relevant research relevant research and Prepare a manuscript communication to
and scholarly inquiry scholarly inquiry suitable for publication organisations and
in a peer-reviewed health providers
journal regarding research
findings
Engage stakeholders
in collaboration to
enhance knowledge
translation of research
outcomes impacting
professional practice

ROLE 7:
PROFESSIONAL
Definition
As professionals, physiotherapists are committed to safety and quality in health care through ethical practice,
high standards of personal behaviour, accountability and management of their own physical and mental health.
Description
The professional role reflects the legal obligations and social expectations of physiotherapists, which include
practice competence, commitment to ongoing professional development, promotion of the public good and
adherence to ethical standards. The values expected of physiotherapists include integrity, honesty, altruism,
humility, transparency and respect for culture and diversity. To provide optimal client care, physiotherapists must
take responsibility for their own health and well-being and, support their colleagues to do likewise.

7.1 Demonstrate a commitment to clients by applying best practices and adhering to high ethical standards
7.1.1 Exhibit Interact with clients, Consistently prioritise Intervene when Model exemplary
professional respecting the Australian the needs of clients behaviours toward professional behaviours
behaviour in all Charter of Healthcare and others to ensure a colleagues and learners and relationships
aspects of practice, rights, colleagues and client’s legitimate needs undermine a respectful
demonstrating other health professionals are met environment Lead and advise on
honesty, integrity, with honesty and professionalism and
humility, commitment, integrity Independently manage Mentor other professional behaviour.
compassion, respect, issues of confidentiality, physiotherapists
altruism, respect Demonstrate caring intervening when in appropriate
for diversity, and compassion. confidentiality is professional behaviours
and maintenance breached
of confidentiality Recognise and
respect personal and
professional boundaries
Demonstrate sensitivity
to issues concerning
diversity with respect to
peers, colleagues and
clients
Exhibit appropriate
professional behaviours
in all aspects of practice
Consistently maintain
confidentiality in the
practice setting, while
recognising the legal
and ethical limitations
of confidentiality
7.1.2 Recognise and Recognise and Describe principles Manage ethical issues Lead and advise on
respond to ethical respond to ethical and theories of core encountered in the the resolution of ethical
issues encountered issues encountered ethical concepts. practice setting issues in their practice
in practice in practice
Identify appropriate Mentor other
Identify and observe ethical concepts to physiotherapists in
protocols for reporting address ethical issues resolving ethical issues
inappropriate or encountered during
unethical practice and clinical and academic
circumstances requiring activities.
mandatory reporting

ROLE 7: PROFESSIONAL

7.1.3 Recognise and Describe the Proactively recognise, Model effective

manage conflicts of implications of potential manage and resolve resolution of conflict
interest personal, financial, real, potential or of interest
and institutional conflicts perceived conflicts of
of interest, including interest transparently
conflicts of interest with and in accordance with
industry. ethical, 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
7.1.4 Exhibit Comply with AHPRA Intervene when aware Advise on professional Lead and advise on
professional Social Media Policy of breaches of behaviours in the use professional behaviours
behaviour in the use professionalism of technology-enabled in the use of
of technology-enabled Use technology-enabled involving communication technology-enabled
communication communication, technology-enabled communication
including their online communication
profile, in a professional,
ethical, and respectful
manner.
Follow relevant policies

regarding the appropriate
use of electronic medical
records.
7.2 Demonstrate a commitment to the community by recognising and responding to community expectations
in health care
7.2.1 Demonstrate Describe the tension Demonstrate a Demonstrate Influence the
accountability between the commitment to the accountability to clients, profession’s response
to clients, physiotherapist’s role promotion of the public society, and the to issues of societal
the community, as advocate for good in health care, profession by recognising accountability
and the profession individual clients and including stewardship and responding to
the need to manage of resources societal expectations of Demonstrate
scarce resources the profession exemplary professional
accountability to clients,
Demonstrate prudent Advise on distribution the community and the
use of available of resources within their profession
resources in achieving practice area
client goals aligned with
community expectations Create awareness of
community expectations
Describe the social of physiotherapy
contract between practice and promote
the profession of professional
physiotherapy and society accountability amongst
colleagues


7.3 Demonstrate a commitment to the profession by adhering to regulation and standards
7.3.1 Fulfil and Describe and comply Describe how to Monitor institutional Actively contribute
adhere to the with the relevant codes, respond to a complaint and clinical environments to the development of
professional and policies, standards, or legal action and respond to issues advancement in policy
ethical codes, and laws governing that can harm clients pertaining to practice
standards of practice, physiotherapists and or the delivery of health governance
and legal and the profession care.
industrial requirements Actively contribute
governing practice Recognise the client’s to the implementation
health care rights of changes to improve
standards of practice
and compliance with
legal and industrial
requirements
7.3.2 Recognise Describe and recognise Personally respond to Recognise and Actively contribute
and respond to key behaviours that peer group lapses in respond to unprofessional to reviews of ethical
unprofessional and are unprofessional or professional conduct. and unethical conduct standards and practice
unethical conduct in unethical. in colleagues in the standards that impact
physiotherapists health care professions physiotherapy and the
and other colleagues Describe and adhere health outcomes of
to regulatory mandatory Mentor team members clients
reporting requirements in responding to
in a case of serous unprofessional
unprofessional conduct or unethical conduct
or practice. in colleagues
Describe and adhere

to regulatory mandatory
reporting requirements
in a practitioner not
being fit for practice
7.4 Demonstrate a commitment to personal health, self-care and well-being to foster optimal professional practice
7.4.1 Exhibit Describe the Balance the impact Mentor others in

self-awareness and connection between of physical, mental, strategies to promote
manage influences self-care and client personal and envi- self-care and its
on personal safety ronmental factors on influence on professional
well-being performance performance
and professional Identify and
performance implement strategies Demonstrate an ability
to support personal to regulate attention,
well-being, a healthy emotions, thoughts,
lifestyle and appropriate and behaviours while
self-care maintaining capacity
to perform professional
tasks
7.4.2 Manage personal Develop realistic goals Consider career Manage personal and Model the efficient
and professional for professional and options that will promote professional demands management of
demands for a personal life personal strengths and for a sustainable competing personal
sustainable practice enhance well-being, practice throughout the and professional
throughout the career Seek appropriate and prevent burnout career life cycle priorities
life cycle health care relevant to
needs Manage competing Advocate for learning
personal and and work environments
professional priorities that provide opportunities
for a healthy lifestyle


7.4.3 Promote Describe the multiple Describe the importance Provide mentorship Model and teach
a culture that ways in which poor of early intervention for to colleagues learners and colleagues
recognises, supports, physiotherapist health colleagues in need of about personal and
and responds can present, including assistance Support others in their professional choices to
effectively to disruptive behaviour, professional transitions. effectively manage their
colleagues in need and offer support to Identify available practice
peers when needed resources, and describe Promote a culture that
professional and ethical recognises, supports,
Practise positive obligations and options and responds effectively
behaviours and deal for intervention. to colleagues in need
with negative behaviours
to promote a collegial
work environment
7.5 Manage their practice and career
7.5.1 Set priorities Reflect on and set Align priorities with Implement priorities Balance personal life
and manage time to personal, educational expectations for effectively, and manage with responsibilities in
balance professional and professional goals education and practice time to balance practice education, research,
and personal life and personal life administration, and
Build relationships with Organise work using practice
mentors strategies that address
strengths and areas Demonstrate efficiency
Demonstrate time to improve in personal and skill in time
management skills effectiveness and management in specific
efficiency contexts, such as for
Manage a personal delegation, in meetings,
schedule using tools Develop time and for teamwork
and technology management skills in
specific contexts, such as
for delegation to support
workers, in meetings,
and for teamwork
7.5.2 Manage career Identify career pathway Identify career Reconcile expectations Describe remuneration
planning, finances, opportunities based pathway opportunities for practice with job models and career
and health and on personal strengths based on the needs of opportunities and progressions as they
human resources in and goals society and current and workforce needs pertain to area of
practice setting projected workforce practice
Undertake educational needs Plan practice/
experiences to gain physiotherapy team Demonstrate efficacy
competencies Review opportunities finances, considering of practice and use as
necessary for career path available for further short and long term a tool to advocate for
training and cost goals. appropriate remuneration
implications models
Undertake educational Demonstrate effective

qualifications to gain management of health
competencies and human resources
necessary for career path in practice setting
Contribute to practice/
department finance and
resource processes
7.5.3 Implement Describe how practice Improve personal Model the

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

GLOSSARY
Adverse event “An incident in which harm resulted to a person receiving health care.”
ACSQHC, 2012, p.7
Best available This refers to research evidence that is relevant to the practice situation, with a low risk
evidence 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 their management, and client permission
has been given for their involvement. Client can include, according to the client’s
circumstances, family members, partner, caregivers, legal guardian, and substitute
decision-makers, an agency, organisation, third party provider or employer
Clinical Where there is observation or interaction with a client in a clinical setting for the purposes
of assessment and/or treatment
Clinical Clinical reasoning can be defined as a reflective process of inquiry and analysis carried
reasoning out by a health professional in collaboration with a patient with the aim of understanding
the patient, the patient’s context and the patient’s clinical problem(s) in order to guide
evidence-based practice
Jones M (2019) Clinical Reasoning: Fast and Slow Thinking in Musculoskeletal Practice. Pg: 2-31.
In: Jones M, Rivett D (Eds) Clinical reasoning in musculoskeletal practice. 2nd edition
Critical incident Any sudden or unexpected event or situation that could have led, or did lead to
unintended, threatened, perceived or unnecessary harm or trauma to an individual
Culturally safe Culturally safe care is perceived by the health service user as respectful and sensitive
care 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
Aboriginal-and-Torres-Strait-Islander-Cultural-Health-and-Safety-Strategy-2020-2025-1.pdf
p.18
Cultural Describes the capacity to respond to the healthcare issues of diverse communities
responsiveness
Cultural Responsiveness Framework Guidelines for Victorian health services,
2009, p.4
Evidence May also be known as systematic review
synthesis
https://www.cochrane.org/news/evidence-synthesis-what-it-and-why-do-we-need-it
https://www.nhmrc.gov.au/guidelinesforguidelines/develop/synthesising-evidence
Emotionally There is strong and open display of emotion. Examples of emotion include very upset/
charged sad, significant anxiety, anger, aggression
Health “Health forecasting is predicting health situations or disease episodes and forewarning
forecasting future events. It is also a form of preventive medicine or preventive care that engages
public health planning and is aimed at facilitating health care service provision in
populations” (Soyiri & Reidpath, 2013, p.2)

Health Health informatics is the interprofessional field that studies and pursues the effective
informatics uses of biomedical data, information, and knowledge for scientific inquiry,
problem-solving, decision making, motivated by efforts to improve human health
https://www.ncbi.nlm.nih.gov/books/NBK470564/
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
Implementation The scientific study of methods to promote the systematic uptake of research findings
science and other evidence-based practices into routine practice, and, hence, to improve the
quality and effectiveness of health services. (Eccles MP and Mittman BS 2006)
https://impsciuw.org/implementation-science/learn/implementation-science-overview/
Open disclosure An open discussion with a patient about an incident(s) that resulted in harm to that
patient while they were receiving health care. The elements of open disclosure are an
apology or expression of regret (including the word ‘sorry’), a factual explanation of what
happened, an opportunity for the patient to relate their experience, and an explanation
of the steps being taken to manage the event and prevent recurrence. Open disclosure is
a discussion and an exchange of information that may take place over several meetings
Australian Open Disclosure Framework, 2013, p.5
Near miss “An incident that did not cause harm, but had the potential to do so”
ACSQHC, 2012, p.11
Physical barriers Includes noise, distractions, interruptions, environment design, appropriate choice of
media, technological problem
Practice Encompasses the breadth of work that may be undertaken by a physiotherapist, in any
environment or setting
Professional Refers to the requirements and responsibilities of the practitioners’ position.

duties
Risk The forecasting and evaluation of risks together with the identification of procedures to
Management avoid or minimize their impact
Oxford Dictionary https://www.lexico.com/definition/risk_management
Safe learning “A safe environment is one where the risk of harm is minimised and students feel secure.
environment Harm relates not only to dangers in the built environment, involving such matters as
architecture and construction, lighting, space, facilities and safety plans, but also refers
to violence, physical threats, verbal abuse, threatening gestures, sexual harassment and
racial vilification.” http://rego.bostes.nsw.edu.au/go/faq/safe-env
“A safe learning environment allows learners to acknowledge their attitudes and beliefs,
knowledge gaps, uncertainty, and mistakes.” (Bannister et al., 2015)
Therapeutic A therapeutic alliance is the relationship between the physiotherapy and client that
alliance reflects collaboration and support. The three components are 1. Therapist-client agreed
goals 2. Therapist-client agreed interventions and 3. An affective bond (Ferreira et al.,
2013)
Universal This approach “assumes that your patients may not understand the information you
precautions provide and the advice you give about navigating their way through the health system.”
approach ACSQHC, 2015

BIBLIOGRAPHY
Australian Commission on Safety and Quality in Health Care (2008). Australian Charter of healthcare Rights.
Retrieved from the ACSQH website https://www.safetyandquality.gov.au/national-priorities/charter-of-health-
care-rights/
Australian Commission on Safety and Quality in Health Care (2012). National safety and quality health service
standards. Sydney, ACSQHC.
Australian Commission on Safety and Quality in Health Care (2013), Australian open disclosure framework.
ACSQHC, Sydney. Retrieved from https://www.safetyandquality.gov.au/our-work/open-disclosure/
Australian Commission on Safety and Quality in Health Care. (2014) Health literacy national statement.
Retrieved from the ACSQH website https://www.safetyandquality.gov.au/acsqhc_program/health-literacy/
Australian Commission on Safety and Quality in Healthcare. (2015). Health literacy: A summary for clinicians.
Retrieved from the ACSQH website https://www.safetyandquality.gov.au/search/Health+Literacy
Australian Commission on Safety and Quality in Healthcare. (2012). Practice-level indicators of safety and
quality for primary health care. Retrieved from the ACSQH website https://www.safetyandquality.gov.au/our-
work/information-strategy/indicators/practice-level-indicators-of-safety-and-quality-for-primary-health-care/
Australian Qualifications Framework Council. (2013). Australian qualifications framework Second Edition
January 2013. Retrieved from http://www.aqf.edu.au/
Bannister, S.L., Hanson, J.L., Maloney, C.G. & Dudas, R.D. (2015). Practical framework for fostering a positive
learning environment. Paediatrics, 136(1):6-9
Boursicot, K., Etheridge, L., Setna, Z., Sturrock, A., Ker, J., Smee, S. & Sambandam, E. (2011). Performance
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Bulley, C., Donaghy, M., Coppoolse, R., Bizzini, M., van Cingel, R., DeCarlo, M., … & Risberg, M. (2005) Sports
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ACT. Retrieved from http://awardviewer.fwo.gov.au/award/show/MA000027
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alliance between clinicians and patients predicts outcome in chronic low back pain. Physical Therapy, 93:470-478.
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Physcians and Surgeons of Canada.
Frank, J.R., Snell, L. & Sherbino, J. (eds.) (2015). CanMEDS 2015 physicial competency framework. Ottawa:
Royal College of Physicians and Surgeons of Canada. Retrieved from http://canmeds.royalcollege.ca/en/framework
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competence and performance in the context of assessments in healthcare – Deciphering the terminology.
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for the Australian Commission on Safety and Quality in Health Care.
Moran, K.M., Harris, I.B. & Valenta, A.L. (2016). Competencies for patient safety and quality improvement:
A synthesis of recommendations in influential position papers. Health Professions Education, 42(4): 162-169.
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Retrieved from https://physiotherapy.ca/essential-competency-profile
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http://www.physiotherapyboard.gov.au/Codes-Guidelines.aspx
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thresholds in Australia and Aotearoa New Zealand. Retrieved from https://physiocouncil.com.au/for-educa-
tion-providers/accreditation-resources/
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tural_responsiveness---pdf.pdf

Version Date Brief description of Revision Approved By
6.0
7.0 August Updates to M1, M2 M3 & M4 descriptors, and ACP College Council
2022 Enabling Competences (refer to Competence
Framework v6.0 tracked changes document for (24 August 2022)
details)
7.1 January Review and update to preamble. ACP College Council for noting via
2023 email
Policy Version: Version 7.1

Policy Owner: ACP
Policy Approved by: ACP College Council
Review of Policy: January 2023
Next Review: January 2025

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PHYSIOTHERAPY

Physiotherapy Competence Framework - V7.1 January 2023 ii

Physiotherapy Competence Framework - V7.1 January 2023 iii

APA Australian Physiotherapy Association

CanMEDS Canadian Medical Education Directives

Physiotherapy Competence Framework - V7.1 January 2023 iv

The Physiotherapy Competence Framework has four (4) components:

Physiotherapy Competence Framework - V7.1 January 2023 1

Figure 1. Description of Performance Levels

Physiotherapists commencing post entry-level development in a particular area of practice,

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

Performance at this level is expected of an APA Titled Physiotherapist.

Performance at this level is expected of a physiotherapist who has completed Fellowship by

Physiotherapy Competence Framework - V7.1 January 2023 2

KEY AND ENABLING Level 1 Level 2 Level 3 Level 4

Physiotherapy Competence Framework - V7.1 January 2023 3

1.2 Perform a client-centred assessment

Physiotherapy Competence Framework - V7.1 January 2023 4

Agreed goals are

Physiotherapy Competence Framework - V7.1 January 2023 5

1.3 Plan and implement a client-centred management plan

Determine the necessity

Review client responses

Establish plans for

Promote client self-

Physiotherapy Competence Framework - V7.1 January 2023 6

Analyse and appraise

Physiotherapy Competence Framework - V7.1 January 2023 7

Physiotherapy Competence Framework - V7.1 January 2023 8

KEY AND ENABLING Level 1 Level 2 Level 3 Level 4

2.1 Establish professional alliances with clients and relevant others

2.1.2 Optimise the Demonstrate Mitigate physical Optimise the physical

2.1.3 Recognise Recognise when the Teach others to Demonstrate Demonstrate

Physiotherapy Competence Framework - V7.1 January 2023 9

KEY AND ENABLING Level 1 Level 2 Level 3 Level 4

2.1.4 Respond to Identify non-verbal Demonstrate effective Demonstrate expertise

Respond to clients’ non-

Physiotherapy Competence Framework - V7.1 January 2023 10

KEY AND ENABLING Level 1 Level 2 Level 3 Level 4

Physiotherapy Competence Framework - V7.1 January 2023 11

KEY AND ENABLING Level 1 Level 2 Level 3 Level 4

2.3.1 Share health Communicate findings Provide information Communicate clearly

Respect the client’s

Physiotherapy Competence Framework - V7.1 January 2023 12

KEY AND ENABLING Level 1 Level 2 Level 3 Level 4

Maintain accurate and

Physiotherapy Competence Framework - V7.1 January 2023 13

KEY AND ENABLING Level 1 Level 2 Level 3 Level 4

Physiotherapy Competence Framework - V7.1 January 2023 14

KEY AND ENABLING Level 1 Level 2 Level 3 Level 4

Describe the roles and

Physiotherapy Competence Framework - V7.1 January 2023 15

KEY AND ENABLING Level 1 Level 2 Level 3 Level 4

Provide timely and

Convey information Maintain positive

Communicate clearly Gain consensus

Physiotherapy Competence Framework - V7.1 January 2023 16

KEY AND ENABLING Level 1 Level 2 Level 3 Level 4

3.3 Effectively and safely delegate or transfer management to another professional