Postgraduate study in rehabilitation
We offer distance-taught courses at the postgraduate certificate, diploma, master’s, and PhD level. Our papers will challenge and develop your skills and knowledge in rehabilitation. (Note: not all papers offered every year.)
Papers
Paper Schedule (PDF)
REHB 701 Rehabilitation principles
REHB 701 introduces interprofessional frameworks to critique rehabilitation and explores key principles in the delivery of high quality rehabilitation including cultural safety, person-centred care, goal setting and teamwork. Advanced skills in evidence-based rehabilitation, professional communication and economic analysis of rehabilitation design are developed through students’ self-selected project focus.
REHB 703 Musculoskeletal rehabilitation
REHB 703 is a specialist paper in rehabilitation assessment and management of musculoskeletal disorders, including chronic pain conditions, arthritis and amputation.
REHB 704 Neurological rehabilitation
REHB 704 takes students on a journey through the evidence for, and practice of, neurorehabilitation across a person’s lifespan. At the same time, students are inspired and challenged to become part of the story of improved neurorehabilitation access and outcomes in Aotearoa, New Zealand. We explore the rehabilitation needs of people with a range of neurological health conditions through several key lens’ including, optimising neurological functioning, service delivery approaches, the impact of communication or cognitive changes on rehabilitation practice, living well across the lifespan, and managing complexity through whole-person approaches. Students tailor assignments to their specific learning interests.
REHB 706 Work rehabilitation
REHB 706 offers a strategic and evidence based view of how to promote safe and effective return to work – suitable for all health professionals wanting to learn more about work rehabilitation. This paper is particularly suited for ACC Case Managers or Vocational Rehabilitation Service providers.
ACC's postgraduate training requirements (PDF)
REHB 707 Rehabilitation for older adults
REHB 707 explores assessment, rehabilitation and management of conditions that cause impairments, activity limitations, and participation restrictions in old age.
REHB 710 Clinical rehabilitation
REHB 710 – soon to be renamed “Rehabilitation service innovation and evaluation” – teaches the skills required for best practice service evaluation, design and monitoring in rehabilitation contexts. Graduates of this paper will be skilled to accurately scope projects, apply frameworks to lead project teams, gather and report information that robustly answers the intended question. Design and evaluation processes that fit te ao Māori and other world views will be addressed. The three major assignments (two written, one oral) are each proposed by students from their own contexts and anticipated to be readily applied to those contexts.
REHB 714 Personal and psychological factors in rehabilitation
REHB 714 explores psychological aspects of rehabilitation, ranging from the presence and effect of co-morbid mental disorders, to the influence of personal factors that promote resilience and recovery. Students will learn about mental health care and treatment for people with physical health conditions, and will gain a broad understanding of what contributes to our psychological well-being.
REHB 716 Rehabilitation with children
REHB 716 delves deep into family-centred rehabilitation and child development, unpacking the clashes in ideology that family-centredness can impose on health professionals, service and policy designers and advocates for children and families. National and international policy impacting paediatric rehabilitation across sectors is examined in relation to the research evidence and the lived experience of children with disabilities and their whanau. Students tailor assignments to their specific learning interests.
HASC 701 Working in interprofessional clinical teams
HASC 701 encourages deep reflection on what we bring to teams, the creative opportunities in diversity, what helps teams work well, and what actions help manage team conflict. Students from across the health sector regardless of profession or role are welcomed, and your assignments explore what’s happening in your team.
