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 - 2018
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 Have your say
A small number of library links for resources broke during the term.
Discuss links with librarians at the start of term and determine if there are any strategies to avoid these breaks. UC to check all links across the term. Ask students to report immediately if a link is found to be broken so it can be fixed (rather than waiting to report it in the class a week later).
Feedback from Have your say
Students placed great value on the participation of the 5 clients with neurological problems who came into class across the term
In 2016, 4 clients participated in the Unit, and 5 participated in 2017. Continue to invest the time and resources required to bring the 5 clients onto campus so they can work with the students.
Feedback from Have your say
There was a lot of content to cover in the course and students thought if felt a bit 'rushed' and wondered if more time could be allocated
This comment was also made by students in 2016, and in response, a further hour was added for tutorials each week in 2017. As its not possible to add another hour of teaching time, some of the 'additional' activities that have been included in classes will be trimmed back for 2018, so that students can comfortably complete 'core' activities in a timely fashion and not feel these are rushed.
Feedback from Have your say
Students requested that for the small number of sessions where demonstrations are provided and practical material is taught, a staff member is present on both the Bundaberg and Rockhampton Campuses. This was to support their learning by ensuring they were learning/ performing techniques correctly.
For the small number of sessions where demonstrations are provided and practical material is taught, that a staff member is present on both the Bundaberg and Rockhampton Campuses. There are some additional resource implications to support this recommendation as an addditional expert occupational therapist will need to be employed sessionally for 3-4 sessions x 3-hours. A request to support this will be made in the "Sessional Teaching Staffing Plan" for Term 1, 2018.
- 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
Pedrettis Occupational Therapy : Practice Skills for Physical Dysfunction
Edition: 8th edn (2017)
Authors: Pendleton & Schultz-Krohn
Elsevier Health Sciences
Philadelphia Philadelphia , PA , USA
ISBN: 9780323569088
Binding: Hardcover
Stroke Rehabilitation : A Function-Based Approach
Edition: 4th edn (2015)
Authors: Gillen , Glen
Elsevier Health Sciences
Philadelphia Philadelphia , PA , USA
ISBN: 9780323172813
Binding: Paperback
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.
<
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
c.unsworth@cqu.edu.au
Module/Topic
Damage and regeneration in the CNS.
Theoretical approaches underlying practice in Neurorehabilitation- Biomechanical, Cognitive Rehabilitation, Neurosensory, ICF, CMOP and OPPM.
The case of Steven following brain injury using OPPM Part 1.
Chapter
CRO reading on Moodle site: Brain Injury
Events and Submissions/Topic
Module/Topic
Conditions- Traumatic Brain Injury
Community integration
The case of Steven following brain injury using OPPM Part 2.Chapter
Pedretti –Chapter 34.
Events and Submissions/Topic
Module/Topic
Conditions- Stroke
Working with clients who have Sensory Problems
Client visitor- Lindy (CVA)
Case study for Lindy.
Chapter
Pedretti –Chapter 33.
Pedretti –Chapter 23.
Events and Submissions/Topic
Module/Topic
Conditions- Spinal Cord Injury, Guillain Barre, Muscular Dystrophy
Sensory assessment and rehabilitation
Client visitor- Beau Vernon (SCI)
Case study for Beau.
Chapter
Pedretti –Chapter 36.
Pedretti –Chapter 37 sections on Myasthenia Gravis, Muscular Dystrophy and Guillain Barre.
And a variety of single pages in Pedretti as listed in Moodle
Watch You Tube videos of Beau as per Moodle.
Also watch:
http://attitudelive.com/documentary/amandas-recovery
Events and Submissions/Topic
Module/Topic
Conditions - Parkinson’s, Huntington’s
Working with clients who have Motor Problems
Continue with Case study of student choice Beau or Lindy
Chapter
Pedretti –Chapter 32.
Pedretti- Chapter 35 Sections on Parkinson's Disease and Huntington's Disease
Events and Submissions/Topic
Module/Topic
Self Study revision
Chapter
Self study revision
Events and Submissions/Topic
Module/Topic
Conditions - MS, Alzheimer’s Disease
Assessments of Motor Functioning with a focus on upper limb assessments
Client visitor- Alison (MS)
Case study for Alison.
Chapter
Pedretti Chapter 35 Sections on Multiple Sclerosis and Alzheimer's Disease.
Pedretti Chapter 19.
Events and Submissions/Topic
Module/Topic
Motor interventions- using mirrors, mitts, robotics / VR
Client case study using FES
Lee
Chapter
Assigned in class to:
1. read ONE of the following systematic reviews,
2. review abstracts and gain an overview of the other 4 articles,
Henderson- Virtual Reality (2007)
Kwakkell – Robotics (2008)
Peurala – Constraint IMT (2012)
Howlett – FES (2015)
Legg – Using ADLs (2007)
Events and Submissions/Topic
Evaluation of a Systematic Review of the Literature in Neurological Rehabilitation Due: Week 7 Friday (27 Apr 2018) 11:59 pm AEST
Module/Topic
Motor interventions- using FES
Client visitor- Mal (CVA)
Case study for Mal.
Chapter
Read the article by de Kroon- FES (2002)
CRO- Chapter 41: Unsworth, C.A. (2017). Cognitive and perceptual strategies. In M.Curtin, M. Egan & J. Adams (Eds.), Occupational Therapy and Physical Dysfunction (7th ed) (pp610-635). Oxford: Elsevier.Events and Submissions/Topic
Module/Topic
Self Study
Prepare Portfolio Due Friday based on either Mal, Alison, Lindy or BeauChapter
Events and Submissions/Topic
Portfolio of client case information Due: Week 9 Friday (11 May 2018) 11:59 pm AEST
Module/Topic
Working with clients who have cognitive and perceptual problems.
Cognitive and Perceptual assessments.
Problems with Apraxia. Evaluation and Interventions.
Chapter
CRO Chapter 27: 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
Problems with Attention, Memory and Executive Functions. Evaluation and Interventions.
Case study of Catherine.
Client visitor- Emma Gee (SCI)
View Case study Assignment Video David
Chapter
CRO Chapter by Gillen on managing attention deficits as per Moodle site.
CRO Chapter by Gillen on managing memory deficits as per Moodle site.
Events and Submissions/Topic
Module/Topic
Problems with Unilateral spatial Neglect. Evaluation and Interventions.
Case study of Robert.
Chapter
CRO Chapter: Corben, L., & Unsworth, C.A., (1999). Evaluation and intervention with unilateral neglect (pp. In C. Unsworth, ed. Cognitive and perceptual Dysfunction. A clinical reasoning approach to evaluation and intervention. Philadelphia: F.A. Davis.
CRO Journal article: Serino, A, et al., (2009). Effectiveness of prism adaptation in neglect rehabilitation: A controlled trial study. Stroke 40(4), 1392- 1399.
Events and Submissions/Topic
1 Written Assessment
For this assessment, students are asked to conduct an appraisal of one of the systematic reviews in the readings for Weeks 7 or 8:
de Kroon- FES (2002)
Henderson- Virtual Reality (2007)
Kwakkell - Robotics (2008)
Peurala - Constraint IMT (2012)
Legg- PADLs (2007)
Howlett - FES (2015)
Students will read their chosen paper and then complete the appraisal proforma from your EBP Moodle site called: CB84 OCCT Evidence Based Practice.
You will have developed appraisal skills and completed appraisals like this one in ALLH12006 (so please review your notes from this subject as well).
Go to Section "6b Reviewing a systematic review”, and read the resources.Then go to Section "6c Appraisal tools and forms” and download Template 19.You will complete Template 19 for this assignment. In future, you can choose which template you use to appraise a SR, but for this assignment we are using Template 19.
Word count approximately 1550- 1950 words (Template is 550 words before being filled).
Week 7 Friday (27 Apr 2018) 11:59 pm AEST
Sumbmitted through Moodle
Week 9 Friday (11 May 2018)
Feedback provided through Moodle
A marking rubric has been developed which grades the work out of 20 marks.
The grading criteria relate to:
-Presentation and scholarly writing (3 marks)
-What is this review about? (3 marks)
-Can I trust this review? (6 marks)
-What are the results? (8 marks)
- 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 need to put together a brief description for one of the clients that we have worked with during the unit. Students will use the proforma provided on Moodle, and this part of a larger proforma that students will use for Assessment Task 3: Group Assignment. This means students will get feedback on how they are going prior to submitting their assignment.
For this Written Assessment, the proforma sections to be completed relate to the client’s:
- 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 (11 May 2018) 11:59 pm AEST
Submitted via Moodle
Week 11 Friday (25 May 2018)
Feedback provided via Moodle
A detailed marking rubric is available on Moodle. The assessment is graded out of 30 marks.
Question 1. Medical problem (5 marks)
Question 2. Behavioural goals and objectives (10 marks)
Question 3. Intervention plan (15 marks)
- 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
Students will review a video of a client with neurological problems. In pairs, students will then complete the assessment template that works through the 8 Action Points of the Canadian Occupational Performance Model for this client, as has been practiced in class.
Review/Exam Week Friday (8 June 2018) 10:59 pm AEST
Submit via Moodle
Returned at Certification of grades
A detailed assessment rubric is available on Moodle. The rubric provides information for students on successful completion of the assessment and how marks are allocated for the 50 marks available. For example, for Question 13. 10 marks are awarded for:
- steps for the occupation (2 marks)
- problems the client might have (2 marks)
- selection of treatment strategies (2 marks)
- details about the treatment (2 marks)
- use of grading techniques (2 marks)
- 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?
