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 layout and orientation (i.e. portrait/landscape) of your poster - however it should be easily readable from a distance of 3-4 metres (paper size should be A1 or 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.

Marks will be allocated as follows (Total = 20):

• Definition of occupational therapy and use of activity and occupation (8 marks).
• Explanation of how and why occupational therapists use activity analysis, including simple example (8 marks).
• Presentation and layout (4 marks)

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. You will be required to photograph yourself engaged in the activity, as well as the finished product. During class you will complete a set activity analysis component based on the activity completed that week. This will contribute to your skill development for this assessment report.

You will choose one of the activities you participated in during the workshops in weeks 3-8 and complete a written activity analysis report for your chosen activity. 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.

This report will have three sections, as described below:

Part 1: Briefly describe the activity, including when, where and by whom it is typically performed (up to 200 words).

Part 2: Use the Activity Analysis Form found in Appendix A of your textbook (Thomas, 2015, pp. 189-199). You must cite the complete APA  7 reference for the source of this template in your reference list. See Moodle for a Word version of the template.

You are to complete the analysis from the perspective of how someone without any significant health condition would usually perform the activity. There is no prescribed length for this section; complete all template sections except “body structures” (pp 195-197).

Part 3: You are to write a brief narrative paragraph (up to 500 words) reflecting on the following questions:

• What feelings did you experience prior to, during and after doing the activity?
• What meaning did doing this activity have for you?
• Describe anything that surprised you about your participation.
• Based on its properties and information from occupational therapy literature (i.e. textbooks 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 and illustrations (5 marks)
• Objects used, Space requirements, and Social Demands (5 marks)
• Task step sequence, Function, and Performance skills (10 marks)
• Reflective Narrative, including therapeutic application of chosen activity (10 marks)
• Professional presentation and References (10 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; 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 the template in Appendix B, Thomas, 2015. You should note the aspects of the task that will be a challenge for your client, and those that will be manageable.
• 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 7 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; a template is provided with the task information on Moodle.

All students must attend the entire symposium.

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

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