Overview
This unit introduces you to the fundamental importance of the environment and its influence on occupational participation. You will use your foundation knowledge of occupational therapy ecological models to understand the role of the physical, social, cultural and temporal environment in occupational performance. You will study the theories and evidence-based practice behind the provision of environmental modifications and the application of the occupational therapy process in assessing, prescribing and evaluating environmental modifications. By participating in practical learning experiences, you will examine contemporary occupational therapy practice in this field.
Details
Pre-requisites or Co-requisites
Students must have successfully completed the following prerequisites: OCCT11002 Introduction to Occupational Therapy OCCT11001 Activity and Occupation ALLH12007 or ALLH11009 Research Methods for Health Professionals ALLH1005 Anatomy & Physiology 1 or BMSC11007 Medical Anatomy & Physiology 1ALLH11004 Anatomy & Physiology 2 or BMSC11008 Medical Anatomy & Physiology 2
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 - 2023
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 In class direct feedback from students
Weekly feedback was provided by the Rockhampton students (at the far end) in class about the technology equipment and ISL difficulties that they experienced during lectures. These included but were not limited to: the ISL camera rebooting in the BDG 1.G.17 classroom to focus on the rear wall of the lecture room and not the lecturer; being unable to hear the lecturer clearly when they were using the lapel microphone because the room microphones were giving feedback; and being unable to hear contributions and comments from the BDG students because the portable microphone fobs were absent from the classroom. Bundaberg students experienced separate issues with the teaching equipment such as the HDMI cables falling out of the laptop and disconnecting their presentations during assessments, due to the surface area of the lectern being insufficient to hold the laptop and all connections.
It is recommended that the unit coordinator and occupational therapy team communicate with Head of College and Dean about the technology issues impacting teaching that remain currently unresolved by Teaching Technology and IT.
Feedback from T1 2022 SUTE Teacher Evaluations
The T1 2022 SUTE Teacher Evaluations indicated that the majority of students who responded selected the Above Average rating for the teaching team. Of particular note is the positive feedback about connecting the content to real-world applications, encouraging students to interact, providing valuable feedback and providing clear and knowledgeable explanations.
It is recommended that the unit structure, content, and assessment pieces be maintained for T1 2023, with minor updates.
- Describe the role of the environment in understanding occupational performance
- Apply professional reasoning skills in the selection of environmental modifications for a variety of client presentations across the lifespan
- Develop intervention plans for clients presenting with a range of conditions that may require environmental intervention strategies based on contemporary evidence from the literature
- Design and construct a non-commercially available assistive device for a client with specific requirements
- Utilise web-based and other product information sources to ensure contemporary knowledge of the field of environmental modifications, rehabilitation appliances, daily living aids and assistive technology.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Presentation - 40% | |||||
| 2 - Practical Assessment - 20% | |||||
| 3 - Written Assessment - 40% | |||||
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 - Presentation - 40% | ||||||||||
| 2 - Practical Assessment - 20% | ||||||||||
| 3 - Written Assessment - 40% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Microsoft Teams (both microphone and webcam capability)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
j.stanley@cqu.edu.au
Module/Topic
Introduction to OCCT12006: Understanding the Environment
Occupational Therapy Ecological Models
The Cultural Context for First Nation Peoples
Chapter
CQUniversity. (2023). CB84 – Bachelor of Occupational Therapy (Honours). In CQUniversity e-Handbook.
https://handbook.cqu.edu.au/he/courses/view/CB84
CQUniversity. (2023). OCCT12006 (HT1, 2023) Understanding the Environment. CQUniversity Moodle.
https://moodle.cqu.edu.au/course/view.php?id=36456
CQUniversity. (2023). OCCT12006 Understanding the Environment Unit Profile. In CQUniversity e-handbook.
https://handbook.cqu.edu.au/facet/unit-profiles/profile/OCCT12006/2022/HT1
Brown, C. E. (2019). Ecological models in occupational therapy. In B. A. B. Schell and G. Gillen (Eds.) Willard and Spackman’s occupational therapy (13th ed., pp. 622-632). Wolters Kluwer. eBook Unit IX, e-pages. 1206-1223
Fijal, D., & Beagan, B. L. (2019). Indigenous perspectives on health: Integration with a Canadian model of practice. Canadian Journal Occupational Therapy, 86(3), 220-231. https://doi.org/10.1177/0008417419832284
Events and Submissions/Topic
- Environmental Audit: The Accessible Campus - Built Environment, Facilities and Grounds (ADCET)
- Introduction to Ben (Case Study for Assessment 2)
- Reflection
Module/Topic
Application of Occupational Therapy Ecological Models and Professional Reasoning
Chapter
Jaiswal, A., Fraser, S., & Wittich, W. (2020). Barriers and facilitators that influence social participation in older adults with dual sensory impairment. Frontiers in Education, 5(127). https://doi.org/10.3389/feduc.2020.0012
Unsworth, C. A. (2020). The evolving theory of clinical reasoning. In E.A.S. Duncan (Ed.), Foundations for practice in occupational therapy (6th ed., pp. 1‐21). Elsevier. Framework for Professional Reasoning (Unsworth, 2020)
Events and Submissions/Topic
- 12.00pm-2.00pm Manual Muscle Testing (MMT)
BDG 01/1.19 ROK 34/1.15
- 2.00pm-4.00pm Range of Motion (ROM)
BDG 01/G.17 ROK 34/G.15
Students are expected to select and 'sign up' to a client case study for Assessment 1 by 5pm Thursday 16/03/2023.
Assessment 1 case study allocations will be finalised by the Unit Coordinator and uploaded to Moodle by 5pm Friday 17/03/2023.
Group allocation for Assessment 2 (due 5.00pm Wednesday 10/05/2023/Week 9) will be uploaded to Moodle by the Unit Coordinator by 5.00pm Friday 31/03/2023.
Module/Topic
Assistive Technology
Chapter
Gately, M. E., Trudeau, S. A., & Moo, L. R. (2020). Feasibility of Telehealth-Delivered Home Safety Evaluations for Caregivers of Clients With Dementia. OTJR , 40(1), 42-49. https://doi.org/10.1177/1539449219859935
Gélinas-Bronsard, D., Mortenson, W. B., Ahmed, S., Guay, C., & Auger, C. (2018). Co-construction of an Internet-based intervention for older assistive technology users and their family caregivers: stakeholders’ perceptions. Disability and Rehabilitation: Assistive Technology, 14(6), 602-611. https://doi.org/10.1080/17483107.2018.1499138
Tao, G., Charm, G., Kabacinska, K., Miller, W. C., & Robillard, J. M. (2020). Evaluation Tools for Assistive Technologies: A Scoping Review. Archives of Physical Medical Rehabilitation, 101(6), 1025-1040. https://doi.org/10.1016/j.apmr.2020.01.008
Events and Submissions/Topic
- 9.00am-11.00am Assistive Technology (Daily Living Aids) Practicum
. BDG Regional Health & Mobility, 8 Woongarra Street, Bundaberg Central, 4670
. ROK CQ Mobility, 1a/57 Alexandra Street, Park Avenue, 4701
Module/Topic
Understanding the Environment in the Context of Chronic Disease & Specific Functional Impairments
Chapter
Ho, E. C. M. & Siu, A. M. H. (2018). Occupational therapy practice in sleep management: A review of conceptual models and research evidence. Occupational Therapy International, 1-12. https://doi.org/10.1155/2018/8637498
Rahja, M., Culph, J., Clemson, L., Day, S., & Laver, K. (2020). A second chance: Experiences and outcomes of people with dementia and their families participating in a dementia reablement program. Brain Impairment, 1-12. https://doi.org/10.1017/BrImp.2019.34
Reinhardt, J. D., Middleton, J., Bokel, A., Kovindha, A., Kyriakides, A., Hajjioui, A., Kouda, K., InSci, & Kujawa, J. (2020, Jun 2). Environmental Barriers Experienced by People With Spinal Cord Injury Across 22 Countries: Results From a Cross-Sectional Survey. Archives Physical Medicine and Rehabilitation. https://doi.org/10.1016/j.apmr.2020.04.027
Events and Submissions/Topic
- Introduction to Manual Wheelchairs
- Deakin Simulation Case studies
If you can show due cause for requiring a specific campus group allocation for Assessment 1 Intensives (ROK Tuesday 18/04/2023 or BDG Thursday 20/04/2023), you must have submitted a request to the unit coordinator by email (j.stanley@cqu.edu.au) no later than 5pm Monday 27/03/2023.
Campus group allocation for Assessment 1 Intensives (ROK Tuesday 18/04/2023 or BDG Thursday 20/04/2023) will be uploaded to Moodle by the Unit Coordinator by 5.00pm Friday 31/03/2023.
Group allocation for Assessment 3 (due 5.00pm Monday 05/06/2023/Week 13) will be uploaded to Moodle by the Unit Coordinator by 5.00pm Friday 31/03/2023.
Module/Topic
Orthoses for Occupation
Chapter
Martin Walsh, J. & Chee, N. (2018). Hand and upper extremity injuries. In H.M. Pendleton & W. Schultz-Krohn (Eds.), Pedretti's occupational therapy : Practice skills for physical dysfunction (8th ed., pp.972-1003). Elsevier.
Roll, S. C. & Hardison, M. E. (2017). Effectiveness of occupational therapy interventions for adults with musculoskeletal conditions of the forearm, wrist, and hand: A systematic review. American Journal of Occupational Therapy, 71, doi.org/10.5014/ajot.2017.023234
Robinson, L., Brown, T., & O'Brien, L. (2016). Embracing an occupational perspective: Occupation-based interventions in hand therapy practice. Australian Occupational Therapy Journal, 63, 293-296. doi: 10.1111/1440-1630/12268
Events and Submissions/Topic
- Orthosis fabrication (Part 1)
** It is essential that you review and know your hand and forearm anatomy prior to attending the orthosis fabrication sessions.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Orthosis (Part 2) Intensives:
Tuesday 18/04/2023 8.00am-12.00pm OR 1.00pm-5.00pm (ROK)
Thursday 20/04/2023 8.00am-12.00pm OR 1.00pm-5.00pm (BDG)
Chapter
No readings.
Events and Submissions/Topic
Assessment 1 Due:
Task 1 & Task 2 due by 5.00pm Monday 17/04/2023
Task 3 due during the intensive session either Tuesday 18/04/2023 or Thursday 20/04/2023
Orthotics for the Upper Limb Due: Week 6 Monday (17 Apr 2023) 5:00 pm AEST
Module/Topic
Assistive Technologies for Mobility
Chapter
Atoyebi, O. A., Labbé, D., Prescott, M., Mahmood, A., Routhier, F., Miller, W. C., & Mortenson, W. B. (2019). Mobility challenges among older adult mobility device users. Current Geriatrics Reports, 8(3), 223-231. https://doi.org/10.1007/s13670-019-00295-5
Bolding, D., Adler Hughes, C., Tipton-Burton, M., & Verran, A. (2017). Mobility. In H.M. Pendleton & W. Schultz-Krohn (Eds.), Pedretti's occupational therapy: Practice skills for physical dysfunction (8th ed., pp.230-256). Elsevier.
Graham, F., Boland, P., Grainger, R., & Wallace, S. (2020). Telehealth delivery of remote assessment of wheelchair and seating needs for adults and children: a scoping review. Disability Rehabilitation, 42(24), 3538-3548. https://doi.org/10.1080/09638288.2019.1595180
Events and Submissions/Topic
Inter-Professional Education (IPE) Session (2nd Year Physiotherapy Students)
** Please note that this practical session is being held on Friday 28/04/2023 12.00pm-4.00pm
- manual wheelchairs
- power wheelchairs
- hybrid options
- pressure relieving cushions
- seating options
Module/Topic
Falls Assessment and Risk Management
The Home Environment (Part 1)
Chapter
Keglovits, M., Clemson, L., Hu, Y. L., Nguyen, A., Neff, A. J., Mandelbaum, C., Hudson, M., Williams, R., Silianoff, T., & Stark, S. (2020). A scoping review of fall hazards in the homes of older adults and development of a framework for assessment and intervention. Australian Occupational Therapy Journal, 67(5), 470-478. https://doi.org/10.1111/1440-1630.12682
Lo Bianco, M., Layton, N., Renda, G., & McDonald, R. (2020). "I think I could have designed it better, but I didn't think that it was my place": a critical review of home modification practices from the perspectives of health and of design. Disability Rehabilitation: Assistive Technology, 15(7), 781-788. https://doi.org/10.1080/17483107.2020.1749896
Scholz, M., Haase, R., Trentzsch, K., Weidemann, M. L., & Ziemssen, T. (2020). Fear of falling and falls in people with multiple sclerosis: A literature review. Multiple Sclerosis and Related Disorders, 47, 102609. https://doi.org/10.1016/j.msard.2020.102609
Events and Submissions/Topic
- Review of home assessment and falls screening and assessment measures
- Simulated Home Assessment
Module/Topic
The Home Environment (Part 2) - The Occupational Therapy Home Assessment Process
Thursday 11/05/2023 2.00pm-4.00pm
Chapter
De Jonge, D. & Hoyle, M. (2019) . Evaluating clients' home modification needs and priorities. In E. Ainsworth & D. de Jonge (Eds.), An occupational therapist's guide to home modification practice (2nd ed., pp.145-173). Slack Incorporated.
Ainsworth, E. & de Jonge, D. (2019). Measuring the person and the home environment. In E. Ainsworth & D. de Jonge (Eds.), An occupational therapist's guide to home modification practice (2nd ed., pp.145-173). Slack Incorporated.
Events and Submissions/Topic
Assessment 2 Due:
Task 1 due Thursday 11/05/2023 (9.00am-1.30pm)
Task 2 & Task 3 due by 5.00pm Wednesday 10/05/2023
Wheelchair Prescription Due: Week 9 Wednesday (10 May 2023) 5:00 pm AEST
Module/Topic
The Home Environment (Part 3) - Modifications for Home Environments
Chapter
Ainsworth, E., & De Jonge, D. (2019) . Drawing the built environment. In E. Ainsworth & D. de Jonge (Eds.), An occupational therapist's guide to home modification practice (2nd ed., pp. 175-194). Slack Incorporated.
Lim, Y. M., Kim, H., & Cha, Y. J. (2020, Feb). Effects of environmental modification on activities of daily living, social participation and quality of life in the older adults: a meta-analysis of randomized controlled trials. Disability Rehabilitation: Assistive Technology, 15(2), 132-140. https://doi.org/10.1080/17483107.2018.1533595
Events and Submissions/Topic
- Foundational technical drawings for home modifications
Module/Topic
Compression Therapy for Occupation
Chapter
Dean, S. M., Valenti, E., Hock, K., Leffler, J., Compston, A., & Abraham, W. T. (2020). The clinical characteristics of lower extremity lymphedema in 440 patients. Journal of Vascular Surgery: Venous and Lymphatic Disorders, 8(5), 851-859. https://doi.org/10.1016/j.jvsv.2019.11.014
Farley, E., McCarthy, L., & Pergolotti, M. (2017). Rehabilitation strategies in older adult oncology patients: A focus on occupational and physical therapy. Current Geriatrics Reports, 6(4), 255-263. https://doi.org/10.1007/s13670-017-0228-7
Scherer, K., & Khilnani, N. (2021). Evaluation and management of patients with leg swelling: Therapeutic options for venous disease and lymphedema. Seminars in Interventional Radiology, 38(2), 189-193. https://doi.org/10.1055/s-0041-1727162
Events and Submissions/Topic
Compression Therapy Intensive:
Presented by Cathy Harries (Second Skin)
Module/Topic
No scheduled lectures or practical's due to Bundaberg Show Holiday 01/06/2023.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Assessment 3 Due:
Task 1 & Task 2 due by 5.00pm Monday 05/06/2023
Environmental Assessment and Modification Due: Review/Exam Week Monday (5 June 2023) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
OCCT12006 requires on-campus attendance for lecture, practical, presentation and intensive sessions, unless otherwise notified by the unit coordinator. You will be required to sign in for each of these OCCT12006 sessions (it will be your responsibility to ensure that you have signed the attendance sheet for each session). Watching recordings (if available) will not count as in person attendance. If you are unable to attend a session, please be sure to notify your unit coordinator of this as soon as possible (j.stanley@cqu.edu.au). It will be your responsibility to catch up on any missed content as repeat sessions are not offered as part of this unit.
In addition, in order to support your personal and professional development, as part of OCCT12006 you are required to participate in mentoring sessions with the 4th year Occupational Therapy students. There will be 6 sessions in total, run at mutually convenient times across the 12 weeks of term. You must attend all 6 sessions and demonstrate evidence of participation (please refer to the Mentoring Tile on OCCT12006's Moodle site for further detail). Participation will be graded as part of your Assessment 3 Rubric.
1 Practical Assessment
This assessment has three (3) component parts that will require you to take into consideration the knowledge gained from the theory content presented in lectures and practical activities, as well as that gained from independent research. Tasks include:
Task 1: You will design and submit an orthosis pattern that addresses the specific needs of a client, taking into consideration their individual profile, identified impairment/challenge, evidence-based intervention/management principles, as well as basic orthosis design principles.
Task 2: You are required to author an academic essay (maximum 1500 words) detailing the rationale for using an orthosis as an assistive technology for your specific client case study. The rationale must be well substantiated by theory and current evidence-based practice. Your essay must include:
- an explanation of the impairment/pathology,
- it's potential impact upon occupational participation and performance,
- a description of how an assistive technology (i.e., the selected orthosis) will enhance occupational participation and performance,
- a rationale for how the orthosis will achieve that,
- the recommended wearing regime,
- a description of what thermoplastic you would choose and why, and
- a reference list using APA 7th formatting.
Task 3: You are required to fabricate the orthosis and to present it to the examiner providing a brief oral critique of it. In your critique you are expected to note both the positive components and any components that you would change about the orthosis. This practical task will occur during the intensive sessions being held in Week 6.
Please refer to the Assessment Tile on OCCT12006's Moodle site for further detail.
Week 6 Monday (17 Apr 2023) 5:00 pm AEST
Tasks 1 & 2 must be uploaded to Moodle by the due date and time for marking without penalty. Task 3 will be assessed during the intensive practical sessions being held in Rockhampton on Tuesday 18/04/2023 (8.00am-5.00pm) and Bundaberg Thursday 20/04/2023 (8.00am-5.00pm).
Task 1 (5 Marks): Orthosis pattern is technically correct with evidence of appropriate anatomical markings, management of spatial elements, and a rationale for the orthosis design.
Task 2 (15 Marks): Academic essay accurately, clearly and concisely links the client case study to the orthosis design and application, with evidence of support from the literature provided.
Task 3 (Pass/Fail): Accurate and thorough self-appraisal (both positive and negative) of the constructed orthosis, with respect to joint position, orthosis fit, and cosmesis.
Please refer to the Assessment Tile on OCCT12006's Moodle site for further detail.
- Apply professional reasoning skills in the selection of environmental modifications for a variety of client presentations across the lifespan
- Design and construct a non-commercially available assistive device for a client with specific requirements
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
2 Presentation
This assessment has three (3) component parts (Tasks 1 & 2 to be completed in a group, Task 3 to be completed independently) that will require you to take into consideration the knowledge gained from the theory content presented in lectures and practical activities, as well as that gained from independent research. Tasks include:
Task 1 (Group Task): Your primary task as a group is to select and prescribe an appropriate assistive technology, that is, a wheelchair, for a specific client. The wheelchair may be manual, powered, or a hybrid, whatever is the most appropriate, with evidence of your professional reasoning behind the selection clearly identified in your presentation. Presentation guidelines include:
- the maximum time allocated for each group presentation will be 20 minutes (+/- 2 minutes),
- there will be 5 minutes of additional time allocated to the end of the presentation for the asking and answering of questions,
- each member of the group is expected to prepare and deliver an equal part of the presentation,
- in your presentation, you are encouraged to consider your client's profile; family-centred practice; barriers and facilitators in his environment; financial considerations; features required of the wheelchair; and any additional accessories or assistive technology that may be required.
Task 2 (Group Task): Your group will compile a PowerPoint resource to support and accompany your presentation. The resource must include on-slide citations and a reference list using APA 7th formatting.
Task 3 (Individual Task): You are required to complete an individual reflection (750 words maximum) of your experience of the professional reasoning and decision making processes you and your group members used to select the appropriate assistive technology, that is, wheelchair. Be guided by the prompt's on Moodle, and consider these processes within either the PEOP or CMOP-E model.
Please refer to the Assessment Tile on OCCT12006's Moodle site for further detail.
Week 9 Wednesday (10 May 2023) 5:00 pm AEST
Tasks 2 & 3 must be uploaded to Moodle by the due date and time for marking without penalty. Task 1 will be assessed between 9.00am and 2.00pm Thursday 11/05/2023 (Week 9).
Tasks 1 & 2:
- accurate and thorough description of your client's functional impairment/s (10 marks),
- analysis of the relationship between your client's functional impairment/s and the environmental barriers and facilitators (10 marks),
- generation of appropriate intervention solutions to optimise your client's occupational participation and performance, including evidence of professional reasoning for selection of assistive technology (20 marks),
- effective use of multimedia (10 marks),
- use of peer reviewed, evidence-based literature to support presentation content, including correct use of APA 7th formatting in-slide and in the reference list (10 marks), and
- proficiency in verbal and non-verbal communication, including participation in the question and answer session (10 marks).
Task 3: Ability to self-evaluate participation in learning process and to identify plan for improving areas of challenge going forward (10 marks).
Please refer to the Assessment Tile on OCCT12006's Moodle site for further detail.
- Describe the role of the environment in understanding occupational performance
- Develop intervention plans for clients presenting with a range of conditions that may require environmental intervention strategies based on contemporary evidence from the literature
- Utilise web-based and other product information sources to ensure contemporary knowledge of the field of environmental modifications, rehabilitation appliances, daily living aids and assistive technology.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
3 Written Assessment
This assessment has two (2) component parts (Task 1 to be completed in a group and Task 2 to be completed individually). Task 1 will require you to take into consideration the knowledge gained from the theory content presented in lectures and practical activities, as well as that gained from independent research. Task 2 is related to the mentoring sessions attended with the 4th year students. The tasks includes:
Task 1 (Group Task): Your primary task as a group is to develop a client specific report that addresses the assessment of a private residence and identifies recommendations for environmental modification and prescription of assistive technology. This task requires your group to:
- develop a client profile that considers all aspects of the impact of the diagnostic presentation on activities of daily living (ADL's) and instrumental activities of daily living (IADL's),
- conduct an environmental assessment of a residential environment,
- make recommendations for environmental modifications and assistive technology prescription,
- produce technical drawings to illustrate the recommended environmental modifications and provide images of prescribed assistive technology,
- use professional reasoning to justify and support your recommendations for modification and prescription, being guided by either the PEOP or CMOP-E model, and
- include in-text citations and a reference list using APA 7th formatting.
Task 2 (Individual Task): You are required to submit mentoring attendance documentation as well as completing an individual reflection (750 words maximum) of your experience with the mentoring process.
Please refer to the Assessment Tile on OCCT12006's Moodle site for further details.
Review/Exam Week Monday (5 June 2023) 5:00 pm AEST
Task 1 & Task 2 need to be uploaded to Moodle by the due date and time for marking without penalty.
Task 1:
- development of a client profile via analysis of the impact of both the condition and environment on the client's occupational participation and performance (10 marks),
- recommendations for environmental modifications and assistive technology, including rationale for same (30 marks),
- production of appropriate and accurate technical drawings that reflect the goals of occupational therapy intervention (10 marks),
- appropriate academic and professional communication adhered to within the report (5 marks), and
- appropriate selection and use of peer-reviewed, evidence-based literature, with accurate in-text citations and reference list entries using APA 7th formatting (5 marks).
Task 2:
- evidence of participation in mentoring session (prepares for, attends and actively participates in sessions), ability to self-evaluate participation in learning process and to identify plan for improving areas of challenge going forward (10 marks)
Please refer to the Assessment Tile on OCCT12006's Moodle site for further detail.
- Describe the role of the environment in understanding occupational performance
- Apply professional reasoning skills in the selection of environmental modifications for a variety of client presentations across the lifespan
- Develop intervention plans for clients presenting with a range of conditions that may require environmental intervention strategies based on contemporary evidence from the literature
- Utilise web-based and other product information sources to ensure contemporary knowledge of the field of environmental modifications, rehabilitation appliances, daily living aids and assistive technology.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- 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?
