Overview and Purpose:

In a small group, you will prepare and deliver a professional presentation about occupational therapy and multidisciplinary team roles in work enablement. You are provided with choices for the legislation and population context in Moodle to use for your group presentation. The task 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. You will also gain knowledge from engaging with the presentations delivered by your peers. It is expected you will demonstrate effective and professional presentation skills, building on the skills you have already used in Year 1 & 2. This assessment reflects common oral presentation formats for many professional conferences, in-service and training opportunities and contains the following parts:

Group Component A:

A 15-minute oral presentation using PowerPoint for your chosen legislative and population context. You will design a specific case scenario and apply an occupational therapy practice model to help you contextualise your explanations for the work enabling roles of the occupational therapist and team. You will use appropriate research evidence to prepare the content of your presentation. As part of the professional presentation format, your group will facilitate a class discussion time for your student peers at the end of your oral presentation.

Individual Component B:

A verbal explanation of one source per student from an individually prepared annotated bibliography of three key sources that you will provide to your peers in digital form.

The aims of this assessment are that you will

• Use a practice model to explain the role of an occupational therapist in a team involved in enabling clients to engage in work
• Give an overview of the roles of multidisciplinary team members who may also work in this context
• Research and explain relevant issues for clients who need support to engage in a work role
• Understand a variety of legislation and principles that govern work enabling practice
• Connect legislation and ethics principles to occupationally just and evidence based interventions that promote work participation
• Share key resources with your student peers
• Lead a class discussion to encourage active learning and engagement in your topic

Your task:

You will be allocated to a group before term starts. Your group will have access to a Moodle Choice activity listing the campus based options for the population context and legislation that you will discuss in your presentation. Groups will select and save one choice for your campus of enrolment, then that choice will be unavailable to other groups. The Choice Activity will be opened on Moodle on Monday 8.00am of Week 1 and closed on Friday at 3.00pm. In your group, you will independently research professional literature and relevant legislation to identify factors that influence practice as an occupational therapist in your chosen legislative and population context. You will use professionally prepared PowerPoint slides to support your oral presentation and class discussion time. You will provide a digital copy of your individually prepared annotated bibliography to your peers in the OCCT13001 Microsoft Teams chat before the due date. You will submit your group PowerPoint slides and individual Annotated Bibliography to Moodle for marking before the due date.

Filenames for Submission

Please name your Moodle file submissions as follows:

• PowerPoint slides: Firstname Student 1_Firstname student 2_Presentation e.g. Sue_Maddy_Presentation
• Annotated Bibliography: FirstnameLastname_Annotations e.g. SueJones_Annotations

Schedule of Topics:

The schedule for the presentation order is fixed by your group choice of legislative and population context. For example, the Rockhampton group that selects Moodle Choice 3 will present 3rd and so on. Where possible, presentations are alternated between student groups at each campus. The final Presentation Schedule will be available on Moodle in Week 2.

Task component A: Oral presentation (task worth 70 group marks and 10 individual marks)

1. Explain the occupational therapy and team roles: (suggest 4-6 slides) (4 X 10 = 40 group marks)

• Research evidence from professional literature and current Australian occupational therapy practitioners in order to clearly outline the role of the occupational therapist in your allocated area of work enabling practice. (10 marks)
• Develop a case scenario for a client within the legislative and population context chosen. An ideal case scenario will be realistic for the population context, with clearly identified client occupational needs and consistently linked to work enabling principles and interventions discussed throughout the presentation. (10 marks)
• Select an appropriate occupational therapy practice model (CMOP-E, MOHO, KAWA, or PEO) and use it to support a variety of occupational therapy interventions for your case scenario client. Give examples of the expected range of work enabling duties for an occupational therapist working with your case scenario client. Explain who would pay for occupational therapy interventions in this context. (10 marks)
• Describe other professionals and stakeholders who would potentially be part of the multidisciplinary 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 the case scenario client’s work participation. (10 marks)
• Use in-text citations on your slides to provide appropriate professional evidence to support your explanations.

2. Explain how principles from the OTAustralia Code of Ethics (2014) and legislation can help you advocate for occupational justice with your case scenario client: (suggest 3-4 slides) (10 group marks)

• Discuss 3 key principles from the Code of Ethics, and 3 key principles from your legislation. Explain their relationship to the occupational justice framework.
• Explain how you would use all of these principles to promote occupational justice for your case scenario client to engage in a work role.
• Use intext citations on your slides to provide appropriate professional evidence to support your explanations.

3. Engage your audience. (10 individual + 10 group =20 marks)

• Deliver your presentation using professional verbal and non-verbal communication. (individual 10 marks)
• Use multimedia to enhance the appearance of your slides, referencing image sources appropriately. Deliver within the time limits set (minimum 12-maximum 17 minutes) for the 15-minute presentation and maximum 5 minutes’ question time. (group 10 marks)

4. Facilitate a Class Discussion: (suggest 1-3 slides) (10 group marks)

• Develop 2 questions to ask your audience to facilitate peer engagement in the 5-minute class discussion time after your presentation.
• Please do not prepare any new information to present during the class discussion time.
• 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)
• NB: Any student with an approved extension who is not able to present in class on the scheduled day cannot facilitate a class discussion time and will be set an alternative task as part of the presentation assessment.

5. Provide a reference list: (suggest 1-3 slides, not directly marked)

• Use APA 7 style to provide the full references for all of your cited sources as the last section of your PowerPoint presentation, including your Legislative Act.

Task component B: Annotated Bibliography (individual component worth 20 marks)

6. Share key resources: (suggest 1-2 slides for 1 key source)

• Use the 2021 occupational therapy assignment coversheet (Word document) as the first page of your Annotated Bibliography document, and ensure you complete all relevant sections.
• The CQUniversity library has an information sheet about Academic Writing for Annotated Bibliographies. that guides inclusions for the Coverage, Currency, Authority, Objectivity and Relevance of your sources.

Provides peers with Annotated Bibliography document (10 marks)

• You will individually select three key sources to annotate in your Word document. Use APA 7 style to list the full reference and write 150 words about each source. In your Annotated Bibliography Word document, present detail about the Coverage and Relevance of each source. Please provide brief statements about the Currency, Authority and Objectivity of each source.
• Provide the Word document as a digital resource for your peers via the OCCT13001 Microsoft Teams chat before your presentation. It is expected that group members will select different sources to include in the Annotated Bibliography so that your peers will be provided with a broad range of key sources about the legislative and population context.
• The Annotated Bibliography will NOT include your allocated Legislative Act.
• If you do not share your Annotated Bibliography in Microsoft Teams with your peers before the presentation you will not obtain any marks for this component.

Oral presentation of one key Annotated source (10 marks):

• Each group member will orally present one key professional literature source (not a website) from your individual Annotated Bibliography of 3 sources. Provide an oral explanation of the source's:
• Coverage: explain the main points, argument and level of content
• Relevance: why you found the key source useful in your topic preparation, new information you learned and how it shaped your presentation and/or your case scenario.
• While you should use in-text citations for sources on your other slides, you will provide the full source APA 7 style citation when you discuss your key source- you should include a few key points on your slide that explains the main aim, content or recommendations of the source.

Coversheet:

Please submit one completed CB84 assignment coversheet per group, remembering to submit your draft PowerPoint slides to Moodle to obtain your Turnitin score.

Calculation of marks:

For this assessment, you will receive both group and individual marks. Your total raw score out of 100 will be converted to an equivalent mark out of 25 that appears in Moodle Gradebook.

Group marks (70 marks)

• Describes the duties performed by an occupational therapist in the work enabling context. (10 marks)
• Develops a case scenario that relates to key interventions for the work enabling context. (10 marks)
• Selects and applies an appropriate occupational therapy practice model and explains a payment source. (10 marks)
• Describes the contribution of key team members to client care. (10 marks)
• Shows connections between advocacy for occupational justice and applying principles from ethics and relevant legislation. (10 marks)
• Facilitates a class discussion time that engages the audience and relates to presented content. (10 marks)
• Uses multimedia and organisation of content to maximise available time within set limits. (10 marks)

Individual marks (30 marks)

• Explains why the key source was relevant to the case study and topic. (10 marks)
• Provides peers with an APA7 style Annotated Bibliography for 3 relevant sources. (10 marks)
• Uses professional verbal and nonverbal communication. (use of eye contact, body language, speech volume, pace, pronunciation & enthusiasm). (10 marks)

Please see the full marking rubric in Moodle for more details.

Overview and Purpose:

As occupational therapists, we can give advice regarding a client’s occupational performance needs for work. In this assignment you will generate a realistic graded Recover at Work plan for the client in the WRI video that you will watch (video will be available in Echo360).

Scenario:

You are the occupational therapist who has received the WorkCover referral for 22 year old Rick, who sustained a Grade 3 rotator cuff tear while lifting a tray of fruit dough buns into the ovens at work. Rick works as a pastry chef at a commercial bakery. He is keen to return to work in some capacity, however his boss has previously told Rick that he wants him to be fully fit before resuming work. You will need to understand all of Rick's usual work duties and explain the benefits of the “Recover At Work” program to Rick’s employer so he agrees to participate, and you can effectively facilitate this as a key part of Rick’s vocational rehabilitation program.

Your task:

You will complete a realistic graded Recover at Work plan for your client, Rick. You will use information from the video interview with Rick to complete the following tools:

• Disabilities of Arm, Shoulder and Hand (DASH with work module)
• Numeric Pain Rating Scale
• The Worker Role Interview
• Functional Capacity Evaluation template

You will submit these completed tools with any comments you make as part of your assignment.

Using the information that you gather from these tools, you will develop a list of barriers, goals, and intervention strategies for each of the four MOHO components: volition, habituation, performance capacity and the environment. Use in-text citations of references containing best practice evidence to support all of your recommended interventions. You will also interpret information from Rick’s current Work Capacity Certificate and the pictures of his workplace to help determine his current functional capacities for all of his usual work duties and to guide your recommended interventions.

One of your recommended intervention strategies will be to commence a six week graded Recover at Work program. You will discuss how this intervention will be negotiated with Rick, his employer and WorkCover case manager. You will provide a clearly documented schedule of hours and duties for Rick to gradually upgrade to all of his usual work duties over the 6 week period of the Recover at Work program.

Formatting your assignment document:

Please

• Include a completed CB84 assignment coversheet as the first page of your assignment.
• Use the standard Word document settings for page margins. DO NOT convert your file to pdf.
• Include a table of contents after your cover page.
• Include a footer that indicates your name and the numbers of each page of your document e.g. Firstname Lastname Page 2 of 3.
• Ensure Line Spacing of at least 1.5.
• Create headings, numbered tables and/or dot point lists where it assists you to concisely present information that links together.
• Ensure that you distribute table columns across the page so that the bulk of text is in the widest column. You may find that a landscape page layout is more helpful for some tables.
• Consider which font to use in your assignment. APA 7 now recommends the use of Calibri or Arial fonts. I prefer to read documents using either of these fonts at a minimum of 12pt size.
• save your document with the filename structure: firstname_lastname A2 e.g. Joe_Smith A2
  

Use of professional language and medicolegal writing style is expected for this report:

• Use third person past tense for history, assessment (e.g., client was referred, Assessments were carried out)
• Use third person present tense for current work capacity, job demands, analysis of barriers (e.g., is able to, using both hands to)
• Use third person future tense for Goals and intervention strategies (e.g., In 3 weeks, client will…., occupational therapist to provide…)
• Use professional terminology as discussed in OCCT13001 classes (e.g., workplace assessment, task modification, home exercise program)
• Do not use colloquial phrases unless it is presented as a “direct quote” from a client (e.g., it was “okay”, “took it easy”, “smokos”, etc.)
• Do not use abbreviations or acronyms unless you have clearly defined what they mean first
• Maintain an objective and factual tone with your content. Make sure you are cautious about information the client has reported but may not have any evidence for.
• Avoid value judgements not based on fact (e.g., could barely drive, has a great family, is really wanting to work)
• Keep your sentences short and succinct. Do not include long sentences if you can use dot points.
• This type of document can be subpoenaed to a court of law. Do not attribute blame to any person, this is not our role. It could be read by lawyers, judges, the client, and/or employer(s). Keep this in mind as you write your information. Carefully choose words that accurately reflect the intended meaning.

Word count:

There is no set word limit for this report. However, you should be careful to present your information as concisely as possible while covering all key elements required. In real world practice, the time taken to prepare long wordy reports may not be fully funded. Efficient production of written reports to meet industry standards is a critical professional skill to master.

Calculation of marks: Your work will be given a raw score out of 100 marks according to the criteria listed. Your raw score will be converted to an equivalent mark out of 35 that will appear in Moodle Gradebook.

• Uses assessment tools to explain the client’s current functional capacities for work related duties. (10 marks)
• Potential barriers to desired outcomes are identified. (20 marks)
• Work related goals for each barrier are presented. (10 marks)
• Intervention strategies to address each goal are discussed. (20 marks)
• Discusses how the Recover at Work plan will be negotiated with employer, worker and insurer. (10 marks)
• Presents a graded schedule of work hours and duties for a 6 week RAW plan. (20 marks)
• Evidence to support best practice interventions is cited and referenced in APA 7 style. (10 marks)

Please see the full marking rubric in Moodle for more details.

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 evidence based Service Agreement document for a complex case scenario, similar to what would be expected in practice.

Scenario:

You are the occupational therapist who has received a referral for a client from the rehabilitation funding provider. Select from one of the five complex case studies listed after the task components as your referred client. You will need to seek approval from the funding body contact before commencing services. You will write a cover letter in response to the rehabilitation funding provider to request approval of payment for your Service Agreement, as well as to flag any other referrals you are recommending and why. You need to develop a comprehensive Service Agreement document for the client that outlines a complex occupational therapy assessment and intervention plan using the Canadian Practice Process Framework. You will use professional reasoning to clearly explain and justify a range of appropriate work enabling interventions that you will personally deliver, detailing the duration and frequency of interventions. Considering the client’s complex comorbidities, you will recommend any best practice physical or psychological referrals for interventions that should occur in conjunction with occupational therapy. You will provide an APA 7 style reference list at the end of your Service Agreement.

Task components:

The Service Agreement contains the following components of the Canadian Practice Process Framework:

1. Standardised tools: A list of the clinical assessment tools that you need to carry out with the worker. A clinical assessment suite will usually be approved if there is a maximum of 5 tools required. Ensure that you include at least one occupation centred tool. (10 marks)

2. Occupational needs and expectations: For each assessment tool you list, use professional reasoning to explain how long it will take, what information it provides and how it will inform the work enabling interventions for the client using evidence to support your statements. (20 marks)

3. Impairments, limitations and restrictions: From the client case scenario, discuss a range of barriers (physical, symptomatic, psychosocial and job demand related) to work participation that you identify that are likely to be current for the client’s situation. You will need to broadly research the client’s comorbidities and cite a range of potential barriers that would be experienced. You are permitted to add pertinent appropriate information to the client case scenario if necessary, so that the barriers discussed can be contextualised. (20 marks)

4. Objectives and plan: From your case scenario information and identified barriers, create three short term functional improvement goals (these can be to improve client function in preparation for work) and one long term work focused goal for the client. You can assume the client has collaborated with you to set these goals. (10 marks)

5. Implement plan: Develop evidence based recommendations for occupational therapy interventions to address all goals and barriers. You will research the evidence for the best occupational therapy or other management strategy and provide an in-text citation for the source/s that support your recommendations. Cite primary clinical research or systematic review/meta-analysis evidence where possible. (10 marks)

6. Monitor/Modify: Provide a brief summary of the type, timeframe and frequency of interventions and how many hours of funding you will need to deliver them. (10 marks)

7. Conclude/Exit: Request approval for payment of your plan by writing a professional cover letter to your funding contact. Discuss any referrals that need to be made for the client and why they are needed in relation to the barriers and short term functional improvement goals. (10 marks)

8. Your APA 7 style reference list will include 5-10 contemporary primary research or systematic review/meta-analysis evidence as a priority. These should be published within the last 10 years where possible and be relevant to best practice interventions appropriate for the client’s comorbidities. (10 marks)

Formatting your Service Agreement document

Please

• Save your document with the filename structure Firstname_Lastname A3  e.g. Joe_Smith A3

• Include a completed occupational therapy coversheet as the first page of your document

• Use Normal or Moderate page margin settings in your Word document. DO NOT convert your document to pdf.

• Include a table of contents after your occupational therapy coversheet.

• Include the Cover Letter to the funding organisation as the first page of your Service Agreement.

• Include a footer that indicates your name and the numbers of each page of your document e.g. Firstname Lastname Page 2 of 3.

• Ensure Line Spacing of at least 1.5.

• Create headings, numbered tables and/or dot point lists where it assists you to concisely present information that links together.

• Ensure that you distribute table columns across the page so that the bulk of text is in the widest column. You may find that a landscape page layout is more helpful for some tables.

• Present your APA 7 style reference list at the end of your Service Agreement document, ensuring you ruse in-text citations throughout your document.

• Consider which font to use in your document. APA 7 now recommends the use of Calibri or Arial fonts. I prefer to read documents using either of these fonts at a minimum of 12pt size.

Writing your Cover Letter

• Use a formal letter writing layout with correct spelling, grammar and word choice in line with your OCCT12004 workshop about writing business letters.
• You may add fictitious information for the contact person and client if it is not already provided.
• Provide contact details for yourself including telephone and email at the top of the letter.
• Include the date your letter was written.
• Thank the contact for their referral and indicate your client's name, brief history and contact details.
• Clearly state the purpose of your letter.
• Use third person past tense for history, injury events (e.g., client was referred, the injury occurred)
• Use third person present tense for current work capacity, job demands, analysis of barriers (e.g., is currently able to, using both hands to).
• Use third person future tense for Goals and Intervention strategies (e.g., In 3 weeks, client will…., occupational therapist to provide…).
• Use professional terminology as discussed in OCCT13001 classes (e.g., workplace assessment, task modification, home exercise program).
• Do not use colloquial phrases unless it is presented as a “direct quote” from a client (e.g., it was “okay”, “took it easy”, “smokos”, etc.).
• Do not use abbreviations or acronyms unless you have clearly defined what they mean first.
• Maintain an objective and factual tone with your content. Make sure you are cautious about information the client has reported but may not have any evidence for.
• Avoid value judgements not based on fact (e.g., could barely drive, has a great family, is really wanting to work).
• There is no word count for this assessment. Keep your sentences short and succinct. Do not include long sentences if you can use dot points. Remember that the time taken to prepare long wordy reports may not be fully funded.

Select ONE of the following case scenarios to use for your Service Agreement:

Case scenario 1: Lynn Hunt aged 49

Lynn is an enrolled nurse at a residential care facility who has been off work for 6 months with ongoing radiating lower back and leg pain with sciatica that is not improving with any medical management of her L4-5 herniated disc. Has been told by her doctor she will never return to nursing as she has significantly reduced physical capacity. She is very depressed and hopeless about this and also concerned that her worker’s compensation payments are to drop even further next week.

Lynn has a cooperative attitude but limited motivation. She has a slow gait with inconsistent antalgia on the right and decreased thoracolumbar mobility and strength in all planes of movement. Her VAS is 5/10 at rest and 8/10 during movement. She demonstrates variable levels of effort on the FCE. There are some inconsistencies in her self-reported pain and disability- sometimes she is able to do more than she reported during the FCE. Her current submaximal lifting capacity is 5kg and at the sedentary work level compared to the heavy work demands of her job.

Case scenario 2: James Mann age 24

James is a young Australian Indigenous person with mild intellectual disability and ASD who wants to learn appropriate job specific communication and hospitality industry skills. James demonstrates some behavioural challenges when he is upset by events that would not usually be problematic for other workers e.g. noise, some cooking smells, and busy periods with many customers. James lives in his aunty Jen’s house not far from his Mum (Samantha), Dad (Darrin), younger brother (Jack) and younger sister (Lily) who all live in the family home. He likes spending time with his pet cat (Missy). He has a big role in looking after her and has to feed her in the morning and clean the litter tray out sometimes. James’ support worker Claire encourages him to learn new things and helps with the things he finds difficult like going to the shops to buy things for dinner, cooking, managing money and remembering all the things he needs to do to get ready for the day. James has never had a job before and one of his NDIS goals is to find part time work where he can use his computer skills. He also wants to be able to take care of himself, so he eventually does not need support for managing his stress responses, catching the bus and self-care at work.

Case scenario 3: Shirley Thompson age 38

Shirley is a paralegal officer with adhesive capsulitis of the left shoulder following a fall at work and a scaphoid fracture with lengthy cast immobilisation of 3 months. She has a Hx of early osteoporosis following an emergency post-natal hysterectomy 5 years ago. She is currently using her sick leave however has filed a claim for Medical Expenses Only to WorkCover QLD which is likely to be approved.

Shirley is currently unable to complete bilateral ADL tasks, with resultant increased time and decreased independence in bathing, dressing and household tasks due to pain and decreased ROM against gravity in her affected shoulder. She cannot provide care to her school age child, drive or participate in yoga, and is hesitant to resume community activities due to fear of falling and persistent oedema in her distal arm. She has decreased ROM and increased pain in her left shoulder, causing difficulty with sleeping at night as this is the side she prefers to sleep on. Cannot don her normal working clothes and has difficulty with washing, drying and styling hair to the standard required at her office. She is currently unable to perform work tasks that require external rotation or abduction, including reaching to retrieve heavy files and legal books.

Case scenario 4: Julia Burgess 54 years

Julia is a bottle shop assistant manager- she is currently very stressed about losing a promotion while off work and has PTSD symptoms related to the equipment failure of the fully loaded pallet jack that caused her work injury. She has received a tribunal payout from WorkCover and also has a current common law claim against her employer for negligence causing her permanent disability.

Julia has ongoing high levels of chronic pain and has developed complex regional pain syndrome after a crush injury to her right forearm (fractured olecranon, tendon injuries to flexor carpi ulnaris, flexor digitorum profundus and a nerve injury to her ulnar nerve). Julia has an inability to complete self-care independently including hair and makeup, meal preparation and domestic tasks. Inability to engage in desired leisure or work activities she usually would do including quilting and using her sewing machine.

Julia reports significant pain at 8/10 that does not reduce with any management strategies she has tried. Aggravation of her PTSD related anger has led to a major interpersonal conflict with her adult daughter who lives at home and is the main carer for Julia since her injury. Julia has significant oedema from her fingertips to mid forearm, creating difficulty with movement of her dominant hand. She has impaired sensation of her IV and V fingers and limited passive and active ROM of all digits on her right hand.

Case scenario 5: Theo Saccone 48 years

Theo is a delivery truck driver for Woolworths online with chronic back pain who has been off work for 3 months. He is currently limited by his symptoms of sitting for less than 30 minutes and is unable to manually load the 4-5 delivery loads per day that are part of his usual job. He can only manage loading 1-2 trucks per day with an increase in 3/10 VAS points to 8/10 immediately after he does this work. He is currently restricted by his medical certificate to occasional lifting and carrying up to 10kg, compared to the usual 50kg maximum he does on an occasional basis. Theo’s Oswestry results indicated moderate low back disability. He is limited to 50% ROM for trunk mobility in extension, rotation, lateral flexion with significant weakness (grade 3-) in extension and rotation. Theo is self-medicating his symptoms with cigarettes and alcohol at the end of the work day, as he feels that this is the only way he can get any pain relief. He is frustrated that he has been told by the specialist that there is no surgery that can fix his back, that it is “just a soft tissue injury” and that he will just have to “work through” his pain. Theo does not have ideal body mechanics when performing material handling tasks and has a BMI in the mildly obese range. He does report that he wants to return to some kind of fulltime work but is not sure if he can manage the demands of his current job in the long term. He says he does not know what else he could do, as he only completed up to Year 10 at school. He says that he needs to continue to work to support his young family of 3 children aged 5, 9 and 11 years.

Calculation of marks:

Your work will be given a raw score out of 100 marks according to the criteria listed. Your raw score will be converted to an equivalent mark out of 40 that will appear in Moodle Gradebook.

• Selects a clinical assessment suite of up to five relevant tools. (10 marks)
• Provides professional reasoning for each clinical assessment tool selected. (20 marks)
• Discusses the physical, psychological, symptomatic, and job demand barriers to work. (20 marks)
• Writes work focused goals for key selected barriers that were identified. (10 marks)
• Explains occupational therapy interventions to address the nominated goals. (20 marks)
• Provides an outline of hours to be funded for assessment and intervention. (5 marks)
• Writes a cover letter to communicate with funding organisation. (5 marks)
• Cites best practice evidence to support recommended interventions and provides an APA7 style reference list. (10 marks)
  

Please see the full marking rubric in Moodle for more details.