Overview
In this unit students will learn how to work with clients who experience neuromuscular, sensory, cognitive and perceptual impairments as a result of a wide variety of neurological problems. Using the occupational therapy practice process they will gather information about the lived experience of people with these conditions and explore the evidence based literature in order to investigate best practice for collaborative goal-setting, intervention planning, service delivery and evaluation. Students will extend their knowledge of the aetiology, pathology, and prognosis of various neurological conditions experienced by occupational therapy clients across the lifespan and from acute care settings through to the community. A series of case studies including presentations from real clients will be used to scaffold students’ learning and they will be required to analyse and select appropriate contemporary occupational therapy practice models to guide their response to these complex case studies.
Details
Pre-requisites or Co-requisites
BMSC 12007 Neurological Physiology and Measurement and OCCT 12004 Occupational Performance across the Lifespan 2 and ALLH 12007 Research Methods for Therapy and ALLH 12006 Evidence-based Practice and OCCT 12006 Understanding the Environment.
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
Many positive comments on course content, delivery style of lecturer, supportive reading materials, and participation of clients
Continue to offer course using the same structure
The Unit has been delivered using the same style, with supporting reading materials and participation of clients in the Unit.
Feedback from Student feedback
There are many readings to undertake. Make sure reading is available to multiple students.
Make sure that each reading supports the teaching undertaken and review readings to determine if any can be reduced. Discuss the e-book with librarians and determine a way to ensure multiple reader access.
The number of readings were reduced in 2017, and there were not any comments that there were too many. The e-books were accessible at the start of the term, but the links broke during the term. The UC will check the links for all readings at the start of term and monitor these across the term.
Feedback from Student feedback
There is a need to have more time each week to complete tutorial activities, and also because there are often some connections problems at the start of class which means we lose approximately 15 minutes.
Increase tutorial time by 1 hour per week
The tutorial time was increased by 1 hour each week in 2017. However, as students in the 2017 feedback also commented on the amout of content and the potential for material to be rushed, some of the 'additional' content will be cut back so that students have the perception that the 'core' material is more manageable in the time available.
- Describe and demonstrate how a broad range of contemporary health theories and occupational therapy theories in particular, can be used to structure and guide occupational therapy neurological rehabilitation programs.
- Discuss how a variety of congenital and acquired neurological problems give rise to clients experiencing a range of impairments, activity limitations and participation restrictions that can be addressed through an occupational therapy neurological rehabilitation program.
- Articulate the varying roles, assessment and intervention priorities across a range intervention contexts for clients with neurological dysfunction.
- Critically appraise the efficacy of current treatments, specific interventions and clinical practice guidelines commonly used in neurological rehabilitation providing evidence of this from the literature.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 20% | ||||
| 2 - Portfolio - 30% | ||||
| 3 - Group Work - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 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 - Written Assessment - 20% | ||||||||||
| 2 - Portfolio - 30% | ||||||||||
| 3 - Group Work - 50% | ||||||||||
Textbooks
Pedretti's occupational therapy : practice skills for physical dysfunction
Edition: 7th (2013)
Authors: Pendleton, H. M., Schultz-Krohn, W., & Pedretti, L. W.
Elsevier Mosby
St. Louis St. Louis , Mo , USA
ISBN: 9780323059121 (hardcover)
Binding: Hardcover
Stroke rehabilitation: A Function -based approach
Edition: 3 (2011)
Authors: Glen Gillen
Elsevier
St Louis St Louis , Missouri , USA
ISBN: 978-0-323-05911-4
Binding: Hardcover
Additional Textbook Information
Pedretti's practice skills for physical dysfunction is a comprehensive resource for learning in this course that will be useful across the occupational therapy program and in future clinical practice.
Stroke rehabilitation : A function based approach will guide students working with stroke, but links will also be made to working with clients who have other neurologuical conditions (such as head injury).
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- O'Sullivan et al (2014) is now available through the Library as an e-text, as is Curtin et al (2010) Occupational Therapy and Physical Dysfunction: Enabling occupation (6th ed.). Other readings will be made available to students through the course Moodle website.
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.
c.unsworth@cqu.edu.au
Module/Topic
Damage and regeneration in the CNS. Theoretical approaches underlying practice in Neurorehabilitation- Biomechanical, Cognitive Rehabilitation, Neurosensory, CMOP and OPPM.
The case of Steven following brain injury using OPPM Part 1.Chapter
| e-book chapter 27: available through the library (e-book) Unsworth, C.A. (2014). Assessment and treatment planning strategies for cognitive and perceptual dysfunction. In S.B. O'Sullivan & T.J. Schmitz (Eds.), Physical rehabilitation: Assessment and treatment (6th ed, pp.1222- 1265). Philadelphia: F.A. Davis. |
Events and Submissions/Topic
Module/Topic
Conditions- Head injury
The case of Steven following brain injury using OPPM Part 2.
Chapter
| Pendleton – Chapter 34. pp 881 O’Sullivan – Chapter 19. Pp859 |
Events and Submissions/Topic
Module/Topic
Conditions- Stroke
Working with clients who have Sensory Problems
Chapter
| Pendleton – Chapter 33. pp 844 O’Sullivan – Chapter 15. pp645 |
Events and Submissions/Topic
Module/Topic
Conditions- Spinal Cord Injury, Guillain Barre, Muscular Dystrophy
Sensory assessment and rehabilitation
Client case study- Beau Vernon will come to visit with students. Watch You Tube videos in preparation. Also watch:
http://attitudelive.com/documentary/amandas-recovery
Chapter
| Pendleton – Chapter 36. pp 954 O’Sullivan – Chapter 20 pp889 |
Events and Submissions/Topic
Module/Topic
Conditions - Parkinson’s, Huntington’s
Working with clients who have Motor ProblemsChapter
| •Pendleton, H.M., & Schultz-Krohn, W. (2013). Pedretti’s Occupational Therapy Practice Skills for physical dysfunction (7th ed). St Louis, Missouri, Elsevier. |
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Conditions - MS, Alzheimer’s Disease
Assessments of Motor Functioning with a focus on upper limb assessments
Motor Assessment- David (Upper limb problems as well as neglectChapter
Pendleton, H.M., & Schultz-Krohn, W. (2013). Pedretti’s Occupational Therapy Practice Skills for physical dysfunction (7th ed). St Louis, Missouri, Elsevier.
|
Events and Submissions/Topic
Module/Topic
Motor interventions- using mirrors, mitts, robotics / VR
As class falls on Anzac Day, self study materials will be developed
Chapter
| Choose and read ONE of the following systematic review articles: Henderson- Virtual Reality (2007) Kwakkell – Robotics (2008) |
Events and Submissions/Topic
Module/Topic
Motor interventions- using Functional Electrical Stimulation (FES)
Client case study using FESClient with stroke to visit
Chapter
De Kroon- FES (2002)
Events and Submissions/Topic
Module/Topic
Working with clients who have cognitive and perceptual problems.
Cognitive and Perceptual assessments.Chapter
| e-book chapter 38: available through the library (e-book) |
Events and Submissions/Topic
Module/Topic
Problems with Apraxia. Evaluation and Interventions.
Community integration following TBI.
View Case study Assignment video
Chapter
| e-book chapter 27: available through the library (e-book) |
Events and Submissions/Topic
Module/Topic
Problems with Attention, Memory and Executive Functions. Evaluation and Interventions.
Case study of Catherine.
Chapter
| e-book chapter 27: available through the library (e-book) |
Events and Submissions/Topic
Module/Topic
Problems with Unilateral spatial Neglect. Evaluation and Interventions.
Case study of Robert.Chapter
| e-book chapter 27: available through the library (e-book) |
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Students will write an appraisal of one of the readings for this week (ie. select one of the 4 systematic reviews (SR) as presented in the readings for this week). A SR appraisal proforma for this appraisal will be provided on Moodle.
Week 7 Friday (28 Apr 2017) 5:00 pm AEST
Submit online
Week 9 Friday (12 May 2017)
On-line feedback will be provided
Provides a clear, logical and comprehensive review using professional language.
Uses evidence to support statements.
Assessment rubrics will be available on Moodle for grading this work.
- Describe and demonstrate how a broad range of contemporary health theories and occupational therapy theories in particular, can be used to structure and guide occupational therapy neurological rehabilitation programs.
- Discuss how a variety of congenital and acquired neurological problems give rise to clients experiencing a range of impairments, activity limitations and participation restrictions that can be addressed through an occupational therapy neurological rehabilitation program.
- Critically appraise the efficacy of current treatments, specific interventions and clinical practice guidelines commonly used in neurological rehabilitation providing evidence of this from the literature.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
2 Portfolio
Students will have met two clients during their participation in this Unit.
The portfolio asks students to put together a brief description for one of the clients only, containing the following:
- medical problem,
- behavioural goal for an intervention session
- intervention plan which includes a summary of the occupation, possible difficulties the client experiences, the intervention strategies, and approaches for grading.
Week 9 Friday (12 May 2017) 5:00 pm AEST
13 May
Week 11 Friday (26 May 2017)
Marking sheet and feedback will be returned to you via Moodle gradebook
The Portfolio Marking sheet containing the rubric for the assessment will be available on Moodle.
This will be the same as for the final assignment, so that students get practice and feedback on completing these tasks before completing the assignment.
- Discuss how a variety of congenital and acquired neurological problems give rise to clients experiencing a range of impairments, activity limitations and participation restrictions that can be addressed through an occupational therapy neurological rehabilitation program.
- Articulate the varying roles, assessment and intervention priorities across a range intervention contexts for clients with neurological dysfunction.
- Critically appraise the efficacy of current treatments, specific interventions and clinical practice guidelines commonly used in neurological rehabilitation providing evidence of this from the literature.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Group Work
A client video will be shown and students will complete an assignment of approximately 4,000 words in pairs. This assignment will follow the process as laid out in the OPPM (Occupational Performance Process Model) from the CMOP-e (Canadian Model of Occupational Performance and Engagement). Written details of the client will be provided at the time the client video is shown, and an assignment template in Word will be available on Moodle.
Review/Exam Week Friday (9 June 2017) 5:00 pm AEST
Due COB on Friday 10th June
Exam Week Friday (16 June 2017)
Assignments will be returned via email
A detailed description of the grading, and an example of a successful assessment is provided in Moodle.
In summary, the group assignment has 13 questions, and each question is awarded between .5 and 13 marks. The total assessment is worth 50 marks.
A rubric for marking the 2 questions most heavily weighted in this assignment has been developed and full details are provided in Moodle.
- Describe and demonstrate how a broad range of contemporary health theories and occupational therapy theories in particular, can be used to structure and guide occupational therapy neurological rehabilitation programs.
- Articulate the varying roles, assessment and intervention priorities across a range intervention contexts for clients with neurological dysfunction.
- Critically appraise the efficacy of current treatments, specific interventions and clinical practice guidelines commonly used in neurological rehabilitation providing evidence of this from the literature.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology 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?
