Scenario:

CQUniversity Open days occur regularly in late August each year. You are tasked with creating a poster that could be used at Open Day to generate interest in studying occupational therapy. The poster should be created on PowerPoint, Publisher or similar software and converted to a PDF document for submission.

Posters should include:

· A definition of occupational therapy, including our central focus on occupation

· A description of how we use activity and occupation in therapy

· An explanation of activity analysis and its place in occupational therapy and a simple example

Your poster should explain the concepts in an organised and attractive way, using good poster design principles. There are many places on the internet with tips for poster design, for example here. You can be as creative as you wish with its design, but also ensure it contains useful information.

It is NOT expected that students will produce a professionally printed poster for this task – however, you will need to create something with the potential to be printed. You may choose the size and orientation (i.e. portrait/landscape) of your poster - however it should be easily readable from a distance of 3-4 metres (minimum paper size should be A2 - see this website for information about international paper sizes: https://www.papersizes.org/a-paper-sizes.htm)

While it’s not expected that you include in-text citations on the poster, you must base your information on readings from textbooks and beyond. To this end, include a bibliography of at least five literature sources. This can be submitted as an extra document if there isn’t enough room on the poster.

A selection of posters will be chosen for display at the Bundaberg or Rockhampton Open Day, and/or the classroom.

Please see Moodle for detailed instructions.

Each poster will be given marks reflecting the quality of work as below:

85-100% Exemplary work that demonstrates clear, accurate, detailed and comprehensive understanding of the relevant facts and is attractive and well organised in presentation.

75-84% Accomplished work that demonstrates mastery of the relevant facts and is organised in presentation

65-74% Commendable work that is reflecting progress towards mastery of the relevant facts and organisation of content.

50-64% Acceptable work that shows limited depth of understanding of facts and limited organisation of presented content.

<50% Inadequate understanding of facts and poorly organized content

Detailed marking rubrics can be found on Moodle.

Scenario:

You will be required to engage in a variety of practical activities while attending the weekly workshops, during which you will explore the properties of these activities and complete prescribed activity analysis tasks. This will include taking photographs of your activity participation and of the finished product. These workshop experiences will then be documented in the form of an activity analysis portfolio, to be submitted for grading.

This assessment task contributes to your development as a reflective practitioner by requiring reflection about your personal activity participation, and also help you develop skills for client assessment and intervention through application of the activity analysis process.

You will create a portfolio of six activities. Each week from weeks 3-8, you will complete one of these activities and discuss them in class. You will be required to photograph yourself engaged in the activity, as well as the finished product. In class each week you will complete a set activity analysis component based on the activity completed that week. See the Workshop Schedule on Moodle for details of activities and weekly tasks.

You will then compile an activity analysis portfolio for submission in Week 9. This portfolio will have two parts.

Part 1: for each of six activities you will include:

1. A brief description of the activity, including when, where and by whom it is typically performed.

2. The steps of the activity

3. Photos of

a. you engaged in the activity

b. the finished product

4. A completed weekly workshop task sheet relevant to the activity (see Moodle for the weekly worksheets)

5. Activity Awareness Form and personal reflection about the activity (e.g. did you enjoy it, was it difficult, would you try it again?)

Part 2: For one of the six activities, based on its properties and information from occupational therapy literature (i.e. textbooks and/or relevant published journal articles) describe the potential therapeutic applications of this activity.

Include a reference list in APA 7 format with at least three references.

Marks will be allocated as follows (Total = 40):

• Task descriptions, steps and illustrations (5 marks)
• Weekly workshop activities (10 marks)
• Reflective Narrative (10 marks)
• Therapeutic application (10 marks)
• Professional presentation and References (5 marks)

A detailed marking rubric will be available on Moodle.

Scenario:

In groups of three or four, you will take part in the OCCT11001 Occupational Therapy and Activity Analysis Seminar at the end of term.

Students can form their own groups. Groups will consist of 3 or 4 students and should be finalised by the end of Week 5.

Each group will prepare and present an analysis of an Activity of Daily Living (ADL) or Instrumental Activity of Daily Living (IADL) task for a person with a condition that would likely be referred to occupational therapy. This task will allow you to demonstrate your emerging professional reasoning skills for information gathering, identifying occupational issues and possible interventions, as part of the occupational therapy practice process.

Groups will be randomly allocated a task from either of the two categories:

ADL tasks

· bathing/showering

· toileting

· dressing

· eating

· personal hygiene and grooming (i.e. brushing hair and applying makeup/shaving)

OR

IADL tasks

· meal preparation

· shopping

· community mobility (i.e. driving or using public transport)

Groups will also be randomly allocated one of the categories listed below:

• Degenerative conditions (e.g. arthritis)
• Neurological conditions (e.g. CVA)
• Orthopaedic conditions (e.g. hip or knee replacements)
• Traumatic injury (e.g. brain injury, spinal cord injury)
• Congenital disorder (e.g. cerebral palsy)
• Sensory or processing impairments (e.g. low vision, dementia)

You must choose one condition from your allocated category to research and consider the implications for task completion. You should then create a simple case study of a potential client for use in the presentation.

Your Willard & Spackman's Occupational Therapy textbook (Schell & Gillen, 2018) is a good place to start to find out about these conditions.

Groups will be allocated their task and category by the end of Week 6.

Please notify the unit coordinator of the condition you will be researching by the end of Week 8.

The maximum time allowed for each group presentation will be 20 minutes ± 2 minutes. All students are expected to attend the symposium, and each group member should speak for at least one section of the oral presentation.

A PowerPoint to accompany the group oral presentation should be prepared and submitted to Moodle by 11.45pm on the day of presentation.

The oral presentation should include:

• A brief description of the condition (citing your evidence-based sources on your slides and in your reference list)
• An explanation of the likely impact of the condition on the person’s ability to participate in the activity. (citing your evidence-based sources on your slides and in your reference list). Create a brief case study to contextualise this.
• A detailed description of the chosen task and an occupational analysis using an occupational therapy template of your choice – for example, Appendix B, Thomas, 2015 (cite your occupational analysis template source on your slide and in your reference list)
• A description of 3 ways the task could be adapted to facilitate participation, and 3 ways it could be graded to increase the challenge for the person with the chosen condition (cite evidence for your suggestions on your slide and in your reference list)
• Include a reference list at the end, written in APA format

Each group member should also submit an individual reflection about the group process and your role in it. This will be worth 20% of the Seminar Presentation marks.

Marks will be allocated as follows (Total = 40 marks):

• Comprehensive Occupational Analysis using referenced occupational therapy template or method (8 marks)
• Appropriate and realistic adaptation and grading of task (8 marks)
• Accurate evidence based information from professional journals or textbooks about the condition and likely impact on participation (8 marks)
• Correct on slide APA style citations and reference list for 4-6 sources (4 marks)
• Professional oral delivery and presentation of visual material (PowerPoint and handout) including spelling, terminology and grammar (4 marks)
• Individual reflection on group process (8 marks)