Charles Sturt University
Charles Sturt University

Kay Skinner

 Kay Skinner

BAppSc(Phty), GradDipAppSc(PaedPhty), MEd(SpecEd), Dip Frontline Management, Cert IV T&A, Grad Cert (Uni L&T)

Kay’s career as an educator has spanned more than two decades, with roles in both education and health sectors, educating undergraduate physiotherapy students. She has been employed by CSU full time since March 2010 as a teaching professional, working locally as a lecturer, and both locally and internationally as a clinical educator.

Kay currently has a role in post graduate physiotherapy professional development through a range of local and international (Vietnam) partnerships providing professional development opportunities for physiotherapists, with a focus on access for rural professionals.

She has three decades of experience working as a physiotherapist in both metropolitan and rural settings, covering a wide range of clinical areas, with particular expertise and training in paediatrics. This has also involved the management of physiotherapy services, and the development of multi-service, inter-professional programs.

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Kay has experience in developing and teaching subjects using a Problem Based Learning (PBL) approach, in which learning is achieved through the process of working through a problem to reach an understanding or resolution of that problem. This has been a part of the transition of the CSU physiotherapy course from a traditional course to one in which PBL in integrated into key physiotherapy subjects throughout the degree. Kay has been involved in the design and conduct of workplace learning experiences for students in the field of paediatric physiotherapy and disability.

2014 National Office of Learning and Teaching Award for Programs that Enhance Student Learning for the School of Community Health Overseas Workplace Learning Program.

2014 Vice Chancellor’s Award for Programs that Enhance Learning “The School of Community Health Overseas Workplace Learning Vietnam Program”

2013 Faculty of Science award for Professional Excellence.

Key areas of focus in innovations in teaching are on incorporating inter-professional perspectives into PBL cases and clinical placements, and using a PBL approach to preparation for clinical placement.

Subject Delivery

  • PHS100 Introduction to Physiotherapy Clinical Practice
  • PHS250 Evolving Physiotherapy Clinical Practice
  • PHS300 Integrated Physiotherapy Clinical Practice
  • PHS302 Neurology and Paediatric Physiotherapy Practice
  • PHS309 Paediatric Physiotherapy Practice
  • PHS401 Physiotherapy Clinical Practice Competency
  • PHS405 transition to Physiotherapy Clinical Practice

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Kay’s research interests include inter-professional assessment, inter-professional practice, graduate attributes and paediatric physiotherapy.

Current projects include:

  • work on supporting staff to develop skills for teaching cultural competency;
  • Maximizing placement opportunities: How we can assess each others' students;
  • Partnership with Orange Aboriginal Medical Service around management of torticollis and plagiocephaly
  • Vietnam program

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  • Associate Fellow Australian & New Zealand Association for Health Professional Educators (AFANZAHPE)
  • Member Australian Physiotherapy Association (MAPA)
  • Committee member APA NSW groups
    • Paediatric
    • Disability
    • Central West Group

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Skinner, K & Robson, K. (2017) Preparing for Inter-professional practice: supporting students inn a challenging international, inter-professional workplace learning experience – the Vietnam Program. E-poster at Momentum 2017 National Physiotherapy Conference

Skinner, K, Biles, B., Hill, B. & Robinson, C. (2017) Reflecting on our first steps: integrating Indigenous Australian content across a physiotherapy degree. E-poster at Momentum 2017 National Physiotherapy Conference

Skinner, K. & Robson, K. (2017) Allied health teams & Inter-professional assessment of students: a natural progression?  Presented at 7th International Clinical Skills Conference, Prato, Italy.

Robinson, C. Hill, B. Gibson, C., Hamam, N, Skinner, K. & Biles, B. (2017) Reflecting on our First Steps: Indigenisation of the Curriculum in Occupational Therapy and Physiotherapy. The LIME Network: Leaders in Indigenous Medical Education: LIME Connection V11 The Future of Indigenous Health Education: Leadership, Collaboration; Curriculum.

Skinner, K.L., Hyde, S.J., McPherson, K.B.A. & Simpson, M.D. (2016) Improving students’ interpersonal skills through experiential small group learning. Journal of Learning Design, 9 (1), 21-36.

Skinner, K, Hyde, S., McPherson, K., Crockett, J., O’Connor, S., & Breheny, L. (2016) Exploring the development of reflective thinking in an undergraduate problem based learning healthcare course. Presented at the 17th Annual Ottawa Conference on the Assessment of Competence in Medicine and the Healthcare Professions, Perth.

Skinner, K & Hyde, S. (2014) Physiotherapy Work Readiness: has integrated problem based learning made a difference? Presented at the 2014 Practice-based Education Summit, Sydney

Skinner, K & Hyde, S. (2013) How do graduands self-report their preparedness for physiotherapy practice?  e-poster at Australian Physiotherapy Association national conference, Melbourne     20/20 presentation at CSUEd Bathurst.

Skinner, K., McPherson, K. & Smith, M. (2010) The path to a stronger workforce – expanding physiotherapy education and training to a new rural area and how this positively affects the physiotherapy workforce in rural NSW. Presented at NSW Rural and Remote Health Conference.

Skinner, K (1991) Parent satisfaction survey: paediatric physiotherapy services. Australian Clinical review 02/1991; 11(1-2): 3-10


International consensus statement on the assessment of inter professional learning outcomes (acknowledged),

Tan, B-K., Flavell, H., Ferns, S. & Jordan, J. (2015) Australian Outbound Student Mobility quality dimensions for international fieldwork in health sciences. Office for Learning and Teaching. (acknowledged).

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