Overview
This unit will provide students with a clear understanding of the the fundamental theoretical frameworks that guide occupational therapy practice. An historical overview of the profession will be presented so that students can contrast the changes and plot the evolution of occupational therapy practice over the past century. The practical application of occupational theory as it drives contemporary occupational therapy practice will be introduced via one key occupational therapy practice model. Students will be introduced to the regulatory and professional bodies guiding ethical occupational therapy practice locally and internationally. Skill development will focus on the acquisition of qualiative and quantitative information gathering techniques including interviewing and the application of standardised and non standardised assessments.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
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 1 - 2017
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 Student feedback
A number of students reported difficulty in understanding the requirements for their first written assessment.
More practical support will be available for students completing their first written assessment, particularly in the areas of formatting, referencing and interpreting the topic.
A session on academic writing and literature searching was included in the class schedule and both instructors spent time discussing requirements with the students.
Feedback from Student feedback
Students commented that "this course does not require students to learn only by rote learning, but also by first-hand experience of what it feels like to work directly in the field, hence making the experience more engaging and interactive".
Experiential learning will continue to be a feature of this unit.
Experiential learning continues to be a prominent feature of the unit. This aspect of the unit is consistently the subject of positive student comments.
Feedback from Student feedback
Students commented that they would like to see more practical examples of patient interviews.
More modelling of interview skills will be provided in 2017.
Instructors on both campuses spent time modelling interview skills with the students, which was received favourably.
Feedback from Standardised Patient feedback
Students' communication skills improved markedly over a few weeks.
The development of sound communication skills using simulation strategies will continue to be developed in this unit.
The use of simulated patient interviews is an extremely valuable component of this unit, contributing strongly to student learning. "Simulated patients" provide a "safe" opportunity for students to develop and refine their communication skills, and thus will continue to be utilised in this unit.
- Explain the theory and philosophy that underpins the profession of occupational therapy.
- Demonstrate an understanding of the development and scope of the occupational therapy profession over time.
- Describe the occupational therapy practice process across various contexts.
- Conduct person-centred information gathering processes.
- Comply with the regulatory and professional body requirements for occupational therapy student practice.
This content contributes to the development of Occupational Therapy Australia Competencies for Entry Level Practitioners.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Practical and Written Assessment - 30% | |||||
| 2 - Practical and Written Assessment - 40% | |||||
| 3 - Presentation and Written Assessment - 30% | |||||
| 4 - Portfolio - 0% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 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 - Practical and Written Assessment - 30% | ||||||||||
| 2 - Practical and Written Assessment - 40% | ||||||||||
| 3 - Presentation and Written Assessment - 30% | ||||||||||
| 4 - Portfolio - 0% | ||||||||||
Textbooks
Willard and Spackman's Occupational Therapy
Edition: 12th edn (2013)
Authors: Schell, BA, Scaffa, M, Gillen, G & Cohn, E
Lippincott Williams and Wilkins
Philadelphia Philadelphia , PA , USA
ISBN: 9781451110807
Binding: Hardcover
Additional Textbook Information
This foundational text will be used throughout the 4 year program
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
m.oreilly@cqu.edu.au
Module/Topic
Course Introduction
Concepts of Occupation
Chapter
Christiansen, C. H., & Townsend, E. A. (2010). Introduction to occupation: The art and science of living (2nd ed). New Jersey: Pearson Education. (Chapter 1)
Boyt Schell, B., Gillen, G., & Scaffa, M. (2014). Willard & Spackman's Occupational Therapy. Philadelphia:LWW (Chapter 1).
Events and Submissions/Topic
Module/Topic
History of Occupation and Occupational Therapy Profession
Chapter
Boyt Schell, B., Gillen, G., & Scaffa, M. (2014). Willard & Spackman's Occupational Therapy. Philadelphia:LWW. (Chapter 2 & 4)
Brown, T., Bourke-Taylor, H., Isbel, S., & Cordier, R. (Eds.). (2017). Occupational therapy in Australia: Professional and practice issues. Sydney: Allen & Unwin. (Chapter 3)
Events and Submissions/Topic
Module/Topic
Occupational Contexts
An introduction to academic writing
Chapter
Boyt Schell, B., Gillen, G., & Scaffa, M. (2014). Willard & Spackman's Occupational Therapy. Philadelphia:LWW. (Chapter 14, 15, 16 )
Events and Submissions/Topic
Module/Topic
Occupational Theories and Ecological Models
Chapter
Boyt Schell, B., Gillen, G., & Scaffa, M. (2014). Willard & Spackman's Occupational Therapy. Philadelphia:LWW (Chapter 37, 38).
Brown, T., Bourke-Taylor, H., Isbel, S., & Cordier, R. (Eds.). (2017). Occupational therapy in Australia: Professional and practice issues. Sydney: Allen & Unwin. (Chapter 15)
Events and Submissions/Topic
Module/Topic
The OT Process -
Qualitative Information Gathering
Chapter
Boyt Schell, B., Gillen, G., & Scaffa, M. (2014). Willard & Spackman's Occupational Therapy. Philadelphia:LWW (Chapter 8, 9 & 33).
Events and Submissions/Topic
Module/Topic
The OT Process -
Quantitative Information Gathering
Chapter
Boyt Schell, B., Gillen, G., & Scaffa, M. (2014). Willard & Spackman's Occupational Therapy. Philadelphia:LWW (Chapter 24 & 46).
Events and Submissions/Topic
Module/Topic
Professional Reasoning
Chapter
Boyt Schell, B., Gillen, G., & Scaffa, M. (2014). Willard & Spackman's Occupational Therapy. Philadelphia:LWW (Chapter 30,& 31).
Events and Submissions/Topic
Module/Topic
Theoretical Reasoning and Goal Setting
Chapter
Boyt Schell, B., Gillen, G., & Scaffa, M. (2014). Willard & Spackman's Occupational Therapy. Philadelphia:LWW (Chapter 37).
Events and Submissions/Topic
Module/Topic
Planning Interventions and collaborations - The person
Chapter
Boyt Schell, B., Gillen, G., & Scaffa, M. (2014). Willard & Spackman's Occupational Therapy. Philadelphia:LWW (Chapter 26 & 28).
Events and Submissions/Topic
Module/Topic
Planning Interventions and collaborations - Occupation
Chapter
Boyt Schell, B., Gillen, G., & Scaffa, M. (2014). Willard & Spackman's Occupational Therapy. Philadelphia:LWW (Chapter 47 & 49, 50).
Events and Submissions/Topic
Recording of video interviews
Module/Topic
Planning interventions and collaborations - Environment
Chapter
Boyt Schell, B., Gillen, G., & Scaffa, M. (2014). Willard & Spackman's Occupational Therapy. Philadelphia:LWW (Chapter 29).
Events and Submissions/Topic
Module/Topic
Legislation and Ethics
Documentation in professional context
Chapter
Boyt Schell, B., Gillen, G., & Scaffa, M. (2014). Willard & Spackman's Occupational Therapy. Philadelphia:LWW (Chapter 32 & 36).
Events and Submissions/Topic
This class may run later than usual to allow all students to complete their presentations.
Module/Topic
Class Presentations
Chapter
Events and Submissions/Topic
This class may run later than usual to allow all students to complete their presentations.
Case Study Presentation (30%) Due: Week 12 Friday (2 June 2017) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
This introductory class will provide you with foundation knowledge and skills to begin your journey towards becoming an occupational therapist. As this is a professional program professional behaviour is expected in all interactions. Students are required to attend and actively participate in all learning activities. Weekly readings must be completed in preparation for class. At times external guest lecturers will present content. Minor changes in the course schedule may occur subject to changes in their availability.
1 Practical and Written Assessment
This assessment will allow you to develop your emerging literature-searching and analysis skills and enhance your understanding of the occupational therapy profession. You are required to prepare a written paper where you discuss:
- the history of the occupational therapy profession, with particular focus on its development in Australia
- theories that have informed the development and growth of the profession
- the significance of the concept of "occupation" and what it means for occupational therapy practice
You will also reflect on how your understanding of the practice of occupational therapy has developed as a result of researching and writing this paper. Word count 1500 +/-10%. Appendices do not contribute word count.
You must ensure that all the work is your own, in line with the University requirements.
Week 5 Friday (7 Apr 2017) 5:00 pm AEST
Week 7 Friday (28 Apr 2017)
Conceptual Knowledge - Theoretical understanding of occupational history and theories (10)
Professional Knowledge - Application of theory to practice (10)
Procedural Knowledge - Clear, concise written style and APA referencing all within word count (5)
Professional Knowledge - Reflection on learning (5)
- Explain the theory and philosophy that underpins the profession of occupational therapy.
- Demonstrate an understanding of the development and scope of the occupational therapy profession over time.
- Describe the occupational therapy practice process across various contexts.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
2 Practical and Written Assessment
This assessment will allow you to develop your emerging skills of interviewing and information gathering. You will prepare an interview schedule (list of questions/themes) and conduct a 15 minute interview with a "standardised client" (an actor plays this role). This person lives at home and has volunteered to be interviewed by you. Interviews will be held at CQU and scheduled to occur in Week 9; you will be given a time in which to conduct the interview, we will arrange for the "client" to be present.
You are responsible for ensuring that the environment is appropriate for conducting an interview. The purpose of the interview is to establish a therapeutic relationship, learn about the occupational performance of this person and explore any occupational barriers they are experiencing. The interview will be recorded on your campus. During the interview you are expected to draw on the theoretical knowledge and practical skills you have developed in the course to date. Evidence of your understanding of different forms of information gathering will be expected through you choice of questions and information gathering approaches. Your understanding of professional reasoning and ethical practice should be implicit in all your interactions.
On completion of your interview you will receive a electronic copy to take away and complete a reflection on your interview performance. You will use a self-assessment to guide your reflection.
Documentation related to this assessment task will be available on Moodle.
You will submit your interview schedule, an electronic copy of the interview and your completed self-reflection. All items must be clearly marked with your Student ID number.
Week 10 Monday (15 May 2017) 5:00 pm AEST
Week 12 Friday (2 June 2017)
Establish an effective therapeutic relationship and create a supportive environment (5)
Effective use of client centred communication strategies (10)
Integration of active listening skills (5)
Generation of relevant information (5)
Appropriate closure of interview (5)
Realistic self analysis (10)
- Explain the theory and philosophy that underpins the profession of occupational therapy.
- Comply with the regulatory and professional body requirements for occupational therapy student practice.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Ethical practice
3 Presentation and Written Assessment
This assessment is designed to allow you to integrate the knowledge you have gained during the unit and your independent research to develop a class presentation. You will describe how you would work with a client using the OT Practice Process as your guide. Presenting to colleagues, peers and clients is an important professional skill for you to master over the course of your degree.
You will be provided with a case study containing details of your client. You are required to prepare a 10 minute presentation for a student and professional audience that systematically outlines how you would apply the OT Practice Process including theoretical foundations, information gathering and assessment, problem identification and collaborative goal setting, and intervention planning. You will support your decision making with a dialogue describing the professional reasoning you used along the way.
Presentation Format
10 minute presentation suitable for a professional audience using a range of AV materials including PowerPoint. A reference list and in-text references must be included.
Week 12 Friday (2 June 2017) 5:00 pm AEST
Students may be scheduled to present in week 11 or week 12 depending on enrolment numbers
Exam Week Friday (16 June 2017)
Presentation Content, Structure and Organisation (20)
Presentation Style (5)
Use of technology and Materials (5)
- Conduct person-centred information gathering processes.
- Comply with the regulatory and professional body requirements for occupational therapy student practice.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Ethical practice
4 Portfolio
Over the duration of your program you will use your portfolio in a number of units as a storage site for evidence of your learning and professional development. Much of the information we ask you to store will contribute to your professional practice requirements during your program and assist you on graduation.
For this unit you are required to provide evidence of completion of a range of professional practice pre-requisites. These pre-requisites must be completed to prepare you for any fieldwork visits. In Term 1 you are required to complete the following pre-requisites. Failure to complete these requirements prevent you from enrolling in subsequent occupational therapy units.
- Blue Card Application submitted
- Australian Federal Police check completed
- CQU Student Declaration
- Evidence of completion of mandatory immunisations
Full details of fieldwork requirements will be available on Moodle and will be discussed in class.
Exam Week Wednesday (14 June 2017) 3:00 pm AEST
Copies of evidence of completion to unit coordinator and school administration
Exam Week Friday (16 June 2017)
Gradebook
Preparation for practice evidenced by successful completion of pre-requisite requirements.
- Demonstrate an understanding of the development and scope of the occupational therapy profession over time.
- Comply with the regulatory and professional body requirements for occupational therapy student practice.
- Communication
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
