In Progress
Please note that this Unit Profile is still in progress. The content below is subject to change.Overview
This unit continues the analysis of the lifespan through an occupational lens. You will build on foundation knowledge of lifespan development to understand the occupational roles of adults from young adulthood to end of life. Selected issues impacting upon occupational performance during these periods of development will be explored using an overarching health framework (International Classification of Functioning, Disability and Health, also known as ICF) and occupational therapy practice models. The potential contribution of the occupational therapist during each phase will be highlighted, and the role of the occupational therapist in the facilitation of occupationally-inclusive interventions will be explored. You will be introduced to professional reasoning and evidence-based practice in the context of working with adults and older people. You will also attend a series of fieldwork sessions, working with older people in the community, which will enhance learning and provide the opportunity to practice application of the occupational therapy process in a real-world situation.
Details
Pre-requisites or Co-requisites
Pre-requisites:OCCT12003OCCT12006
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from SUTE responses, informal student feedback, staff observation
Work Integrated Learning (WIL) was identified as an enjoyable and valuable learning experience. However, a review of falls prevention and manual handling processes before WIL would benefit students throughout their WIL experience.
It is recommended that a refresher session of falls prevention and manual handling be included in the WIL preparatory workshops.
Feedback from SUTE responses, informal student feedback, staff observation
Students stated that the assessment tasks were appropriate and easy to understand, though some students felt that more guidance would have been beneficial with respect to the additional required documentation as part of the professional practice portfolio assessment.
It is recommended that a template be provided to students to ensure all necessary documents are submitted in their professional practice portfolio.
- Analyse the cultural and developmental expectations and relevant environmental supports and barriers related to occupational performance from early adulthood to older age and end of life.
- Analyse the implications for selected impairments commonly seen by occupational therapists in terms of activity limitations and participation in society.
- Select appropriate assessment tools to understand the impact of impairment on occupational performance and identify how the occupational therapist might intervene.
- Set client-centred goals based on information obtained from clients and their significant others.
- Plan an evidence-based intervention with appropriate clinical justification for a person from young adulthood through to older age.
- Describe the occupational therapist role in promoting occupationally inclusive opportunities for people across the lifespan.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Presentation - 25% | ||||||
| 2 - Research Assignment - 35% | ||||||
| 3 - Portfolio - 40% | ||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Communication | ||||||
| 2 - Problem Solving | ||||||
| 3 - Critical Thinking | ||||||
| 4 - Information Literacy | ||||||
| 5 - Team Work | ||||||
| 6 - Information Technology Competence | ||||||
| 7 - Cross Cultural Competence | ||||||
| 8 - Ethical practice | ||||||
| 9 - Social Innovation | ||||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Presentation - 25% | ||||||||||
| 2 - Research Assignment - 35% | ||||||||||
| 3 - Portfolio - 40% | ||||||||||