Overview and Purpose:

In an allocated group, you will prepare and deliver a 15-minute oral presentation. It will show your understanding and ability to apply knowledge about legislation and professional ethics pertinent to selected areas of Enabling Work Participation practice as an occupational therapist. It is expected you will demonstrate effective and professional presentation skills, building on the skills you have already used in Year 1 & 2. You will actively engage with your peers through sharing an annotated bibliography of sources and facilitating a question time at the end of your presentation. This assessment reflects common oral presentation formats for many professional conferences, in-services and training opportunities.

• Explain the role of occupational therapists and other professionals in a team involved in enabling clients to engage in work.
• Understand a variety of legislation and principles that govern work enabling practice.
• Connect occupational justice and ethics principles to legislation and occupational therapy interventions that promote work participation.
• Lead a class discussion to encourage active learning and engagement in your topic.
• Share key resources with your student peers.

Your task:

You will be allocated a group and topic. This will be published on Moodle before Week 1. In your group, you will independently research professional literature and relevant legislation to identify factors that influence practice as an occupational therapist in your allocated enabling work context. Many previous students have constructed a fictional case study to help contextualise their topic content. You are encouraged to consider this as a strategy in designing your presentation.

Schedule of Topics:

The schedule for topic presentation order will be published on Moodle.

Task components:

1. Explain the occupational therapist & team roles: (suggest 4-6 slides) (20 marks) (group mark)

• Clearly outline the role of the occupational therapist, including our unique contribution to a team that works with clients in the context allocated.
• Give examples of the expected range of work enabling responsibilities and duties for an occupational therapist in the team.
• Explain who else would potentially be in the team working with the client.
• Provide a brief summary about what each of the other key professionals and stakeholders in the team contribute to the process of enabling client’s work participation.
• Provide evidence to support your choices.

2. Explain how the Legislation and Occupational Therapy Australia Code of Ethics (2014) applies to the allocated practice area: (suggest 4-6 slides) (20 marks) (group mark)

• In your own words, synthesise pertinent information from the relevant Legislative Act focusing on why the legislation allocated with your area of practice is important to consider.
• Do not simply present long sections that are copied directly from the legislation and code. Explain how each of these apply to your context or client case.
• Discuss how the legislation and the Occupational Therapy Australia Code of Ethics (2014) is used by an occupational therapist to guide service delivery in the work enabling role you described in Part 1. In other words, what should occupational therapists ensure they do when working in this area of practice to address the legislative and ethical obligations?

3. Explain how the occupational therapy role and legislation demonstrates occupational justice: (suggest 3-4 slides) (20 marks) (group mark)

• Clarify how occupationally-just practice is impacted by the legislation in your selected work enabling context.
• Do not simply give an explanation about the four occupational justice principles of deprivation, alienation, marginalisation and imbalance. Explain how each of these principles relate to your context or client case.
• Explain reasons why occupational therapists are interested in occupational justice that enables work participation for your topic context.
• Explain what legislation mandates for both the client and occupational therapist.
• Consider what future possibilities are there for occupationally-just practice in this area.

4. Facilitate a class discussion: (suggest 1-3 slides) (20 marks) (group mark)

• Develop 2 questions to ask your audience to facilitate discussion in the 5-minute question time after your presentation.
• Please do not prepare any new information to present during question time. Ask questions to deepen your audience's reflection about the topic.
• Make sure your questions are open ended and easily able to be answered by your peers in relation to what you have already presented. (suggest 1-3 slides) (20 marks)

5. Share key resources: (suggest 1-2 slides for 2 key sources) (10 marks) (group mark)

• Briefly present 2 key sources from your Annotated Bibliography of 6 sources.
• The Bibliography will include your selected Legislative Acts, but you should already have discussed these in #2. Provide an annotation up to 200 words for each of the 6 sources.
• Provide your whole Bibliography as an electronic resource for your peers via the OCCT13001 Moodle General Discussion forum before your presentation.
• If you do not share your Bibliography with your peers before the presentation you will not obtain any marks for this component.

6. Engage your audience. (5 + 5 =10 marks) (Individual and group mark)

• Deliver your presentation using professional verbal and non-verbal communication. (individual mark)
• Use appropriate multimedia. (group mark)
• Deliver within the time limits set (minimum 12-maximum 17 minutes) for the 15-minute presentation and maximum 5 minutes’ question time. (group mark)

NB: Any student with an approved extension who is not able to present in class on the scheduled day in Week 4 cannot facilitate a peer group question time and will be set an alternative task as part of the presentation assessment.

• Provides a description of the occupational therapist role and key team members contributions. (20 group marks)
• Provides links between the Occupational Therapy Australia (2014) Code of Ethics and selected legislation using evidence to support statements. (20 group marks)
• Provides links between occupational justice & relevant legislation. (20 group marks)
• Facilitates a question time that engages the audience and relates to presented content. (20 group marks)
• Discusses 2 key sources, presents APA 6/7 style on-slide citations & provides peers with annotated bibliography for 6 sources. (10 group marks)
• Uses professional verbal and nonverbal communication. (5 individual marks)
• Uses multimedia and organisation of content to maximise available time within set limits. (5 group marks)

Overview and Purpose:

This assessment requires you to synthesise information you have learnt so far in CB84 and in this unit of study. You will generate a realistic Support Needs Report using adapted National Disability Insurance Scheme (NDIS) templates. As occupational therapists, we can give advice regarding a client’s occupational performance needs for work, domestic and psychosocial contexts.

The aims of this assessment are that you will:

• Understand NDIS terminology and processes for work enablement.
• Transfer relevant information from a client history transcript and NDIS plan to the NDIS Participant Profile.
• Understand the different roles of NDIS case management and occupational therapy.
• Write goals for the client’s capacity building interventions, and support needed to address potential barriers in order to achieve desired outcomes.
• Determine effective ways of delivering occupational therapy supports within the allocated NDIS budget for funded supports.
• Communicate your reasoning for the support plan in a client friendly way.

Scenario:

You are the occupational therapist acting as a Specialist Support Coordinator for the referred client, James Mann. In this case you are working in a private organisation “Optimum Occupation” in a consultative role for NDIS, planning and overseeing the range of supports that James requires to engage in productive work occupations. You will usually refer James to a range of appropriate services from other staff in your service to deliver direct interventions (including occupational therapy) in your role. It is rare that you would deliver all client supports directly as a support coordinator.

Your task:

Complete a realistic Support Needs Report for James that aligns with the work-related components of his NDIS plan. It will enable NDIS funding approval so James can commence his program to support his transition to work. You will suggest appropriate strategies to address identified barriers for each NDIS plan goal. You will need to research best practice for improving his capacities for work participation. Ensure all proposed interventions align with client centred goals for improving James’s work-related capacity. You can assume that James is collaborating with you as the support coordinator/case manager so that his support plan is client centred.

Task components

1. Complete the "participant profile details" using information from the client history. (15 marks)

• Insert participant details and the name of James' current decision make.
• List three (3) work related goals discussed in the client history.
• List the two (2) identified participant impairments.
• Describe three (3) current behaviours of concern for James.
• List two (2) current funded NDIS support needs James is already using.
• List any informal and other supports James has access to along with any mainstream supports he uses that are not specific to his impairment or NDIS plan.

2. Complete the "participant outcomes" table. (20 marks)

Briefly state the proposed measurable outcomes for each of the five work engagement capacity building domains

• 7: Support coordination.
• 9: Increased social and community participation.
• 10: Finding and keeping a job.
• 14: Improved life choices.
• 15: Improved daily living skills.

3. Complete the "potential barriers" table. (20 marks)

Identify potential barriers to achieving the outcomes for each of the five work engagement capacity building domains and write a plan to address each barrier related to

• 7: Support coordination.
• 9: Increased social and community participation.
• 10: Finding and keeping a job.
• 14: Improved life choices.
• 15: Improved daily living skills.

4. Complete the "participant supports to achieve outcomes" table. (20 marks)

Identify appropriate support item names from the selected NDIS support pricing catalogue items. State who will provide the required support plan for each of the five work engagement capacity building domains and how many hours of different kinds of support is required for

• 7: Support coordination.
• 9: Increased social and community participation.
• 10: Finding and keeping a job.
• 14: Improved life choices.
• 15: Improved daily living skills.

5. Complete the "itemised quote" table. (5 marks)

• For each support item name requested, calculate a total cost for hours of service to be delivered from the support pricing catalogue for the National Non Remote Area column (including individual vs group, occupational therapist or assistant).
• Insert the planned costs for support coordination, OT work assessment and skills development, therapy assistant and any other supports into the quotation table.
• Calculate and insert a TOTAL quote dollar amount for the support needs proposed.

6. Attach other relevant documentation to the report. (5 marks)

• An example of James’ proposed weekly work experience and social activity schedule.
• A scored Worker Role Interview rating and summary form. (WRI)

7. Create a 3-minute video that clearly explains to James. (10 marks)

• What James should expect for delivery of funded supports for his work engagement goals.
• How support coordination, and your particular services, will help him to achieve his goals.
• What steps James needs to take if there is a disagreement about delivery of his supports.
• The prices he will be charged from his NDIS plan.
• The process for ending a service agreement, where necessary.
• As this video will be a large file size, save it to a Google or other Cloud location and paste the URL into your report template, ensuring permission to download is enabled.

8. Signoff the completed support needs template by providing your details and signature as required for all medicolegal documents.

• Insert your actual name into the document.
• Insert a pretend email and contact number.
• Scan a signature picture file into the space at the end of the report.

Additional documents provided in Moodle:

Client case history, James’ current NDIS plan.

Use all of the documents for James, along with information from published research, textbooks NDIS websites and OCCT13001 lectures, to inform your reasoning when completing all sections of the report template.

• Participant profile and decision maker information is provided. (2.5 marks)
• Participant goals align with information from case history. (2.5 marks)
• Relevant participant impairments are stated. (2.5 marks)
• Pertinent behaviours of concern are identified. (2.5 marks)
• Current support needs align with NDIS plan categories. (5 marks)
• Other informal and mainstream supports are listed. (5 marks)
• Participant outcomes are measurable and align with a capacity building category. (20 marks)
• Potential barriers to desired outcomes are identified with a plan to address each barrier. (20 marks)
• Support purpose and provider is identified with a rationale for the support hours required. (20 marks)
• Additional relevant information is referred to and attached. (5 marks)
• Quote amount is appropriate and accurate for the NDIS plan budget items. (5 marks)
• Provides a video to explain key mandatory information for client with intellectual disability. (10 marks)

Overview and purpose:

This assessment requires you to apply the work enabling skills and knowledge you have developed throughout this unit of study. You will generate a realistic Recover At Work Plan for an injured worker, similar to what would be expected in practice.

• Demonstrate your skills in job task analysis.
• Identify and address common physical, psychosocial and organisational barriers to a clients’ successful return to work.
• Set appropriate work participation goals.
• Develop an evidence based occupational therapy intervention plan to increase client functional capacities for work roles.
• Design a suitable graded recover at work plan for a complex client using an industry standard template.
• Explain how communication and monitoring will be achieved for the Recover at Work plan.

Scenario:

You are the occupational therapist who has received a referral from Kelly Wilson, the client’s Workplace Rehabilitation and Return to Work Coordinator. You have been asked to develop a written Recover at Work Plan for the injured client that meets the treating doctor's recommendations. The client has already been doing several suitable duties programs, but now needs to consider inclusion of all of her usual duties. You have arranged a workplace assessment to observe the work duties that the client's employer thinks are needed to be upgraded in the Plan. You have also had funding approval to monitor the client’s program for 1 hour per week once they commence the new Recover at Work Plan. You should ensure your Recover at Work Plan has embedded adherence to relevant legislative requirements.

Your task:

The Job Task Analysis component is to demonstrate your client work assessment skills. You will watch videos to assess the demands of a worker completing two work duties. You will then complete a Job Task Analysis template. In the template, you will record what you observe from the video in relation to the client and the environment that they are working in. You will describe the job task duties, identify the relevant (critical) physical demands, and analyse the worker functional capacity to help you design a safe upgrading program of appropriate work for the client’s Suitable Duties Plan (SDP). You will use your Job Task Analysis to complete a four week graded Suitable Duties Plan.

Task Instructions:

Part A: Job Task Analysis.

1. Select and describe the key requirements of the two job task duties from your observations of the worker videos and using the worker case history information provided.

2. Use the Job Task Analysis Template to analyse the physical demands of each duty observed.

3. Analyse the worker functional capacity for meeting each physical demand listed in the template. Use your professional reasoning to provide a rationale for how you will include upgrading of each demand in the SDP.

Part B: In your Suitable Duties Plan you must:

4. Include all stakeholder details and information about the worker’s pre-injury work role.

5. Write a long term (3-6 months) goal and short term objectives (methods for achieving goal) for the Suitable Duties Plan. Include dates plan starts and finishes.

6. Clarify any medical restrictions and functional limitations of the worker according to the case information provided.

7. Select graded suitable work duties for the worker to complete over a four-week period, completing the Suitable Duties Plan Template. Ensure your upgrading is steady and not too fast or too slow to achieve your SDP aims.

8. Describe how and when the suitable duties plan will be monitored. Describe process to occur to manage any client symptoms increase during the SDP.

9. Discuss recommendations for rest breaks, symptom management and any assistance required with work tasks, along with in-text citations of evidence supporting your statements.

10. Provide a covering letter to your treatment team explaining the purpose of the plan and any abbreviations used in the SDP.

11. Provide a reference list of minimum five (5) APA 6/7 style sources that includes relevant legislation, support for contemporary best practice interventions and occupational therapy models and practice principles that inform your suitable duties selections, accommodations and upgrading.

Submission of files:

12. Submit your completed Recover at Work Plan, Part A: Job Task Analysis and Part B: Suitable Duties Plan to Moodle by the due date. Please submit these two parts as one document with an occupational therapy assignment coversheet.

Word count:

There is no set word count limit for this assessment. However, you should be careful to present your information as concisely as possible while covering all of the key elements required. Some students will find that they need to edit out unnecessary words for clarity. You may use “telegram” style sentences as you would in some forms of client documentation for clarity and ease of reading. You must clearly define any abbreviations used the first time if they are repeated later in the document.

• Provides an analysis of Key Job Task #1. (5 marks)
• Provides an analysis of Key Job Task #2. (5 marks)
• States the workers current functional capacity for each key physical demand and indicates required grading. (20 marks)
• Provides injured worker details, employer, treating doctor & Preinjury work role: Title, days & hours of work. (5 marks)
• States a work relevant long term goal, short term objective and dates plan starts and finishes. (5 marks)
• States current medical restrictions and functional limitations. (5 marks)
• Lists weekly suitable Work duties selection and any restrictions. (20 marks)
• Makes recommendations for rest breaks, help with tasks and symptom management. (10 marks)
• Provides a plan for ongoing monitoring. (10 marks)
• Explains communication strategy before and during the Suitable Duties Plan. (10 marks)
• Provides a cover letter and abbreviation definitions. (5 marks)