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 - 2020
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
Students felt supported in their learning, particularly valuing opportunities to practice the theory they had been taught in the practical sessions.
Continue to offer the Unit in the same manner, with opportunities for students to learn theory and then apply new knowledge in practical settings with clients or try techniques on each other.
Feedback from Have your say
Consider the timing of when assessments are due
Work with the other CB84 Occupational Therapy educators who teach in 3rd year to ensure a smooth flow of due dates for assessment pieces.
Feedback from Have your say
The Unit was very well organised and students liked the structure of the Unit
Continue to offer the Unit in the same manner, and using the same structure.
Feedback from Have your say
The inclusion of real clients with lived experience
Continue to arrange for real clients who have neurological problems to come into class and work with the students. An additional client was brought into class in 2019, bringing the total to 6 clients.
- 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
Edition: 8 (2018)
Authors: Pedleton & Schultz-Krohn
Elsevier
St Louis St Louis , Missouri , USA
ISBN: 9780323569088
Binding: Hardcover
Additional Textbook Information
Copies are available for purchase at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
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.
p.meredith@cqu.edu.au
Module/Topic
WORKING WITH CLIENTS WHO REQUIRE NEURO REHABILITATION
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
Events and Submissions/Topic
Module/Topic
NEURO REHABILITATION AND
COMMUNITY INTEGRATION FOLLOWING ABI
Conditions- Traumatic Brain Injury
The case of Steven following brain injury using OPPM Part 2.
Chapter
Pedretti –Chapter 34.
O’Sullivan –Chapter 19.
Events and Submissions/Topic
Module/Topic
SENSORY PROBLEMS IN NEURO REHAB (1)
Sensory assessment and rehabilitation
Conditions- Stroke
Client visitor- Lindy (CVA)
Chapter
Pedretti –Chapter 33.
Pedretti –Chapter 23.
Events and Submissions/Topic
Module/Topic
SENSORY PROBLEMS IN NEURO REHAB (2)
Conditions- Spinal Cord Injury, Guillain Barre, Muscular Dystrophy, Myasthenia Gravis
Client visitor - Graham (SCI)
Case study for Beau Part 1. Sensory issues
Chapter
Pedretti –Chapter 36. Pedretti –Chapter 37 sections on Guillain Barre, Muscular Dystrophy, Myasthenia Gravis
Events and Submissions/Topic
Module/Topic
MOTOR PROBLEMS IN NEURO REHAB (1)
Conditions - Parkinson’s, Huntington’s
Assessments of Motor Functioning
Case study for Beau Part 2. Tenodesis grip
Assessment 1 preparation
Chapter
Pedretti – Chapter 35 Parkinson’s Disease and Huntington’s Disease
Pedretti –Chapter 32
Pedretti- Chapter 19 – pp 449-453.
Events and Submissions/Topic
Module/Topic
No Activities
Chapter
Events and Submissions/Topic
Module/Topic
MOTOR PROBLEMS IN NEURO REHAB (2)
Conditions - MS, Alzheimer’s Disease
Assessments of Motor Functioning with a focus on upper limb assessments
Client visitor- Alison (MS)
Chapter
Pedretti –Chapter 19.
Pedretti – Chapter 35 sections on Multiple Sclerosis and Alzheimer’s Disease
Events and Submissions/Topic
Module/Topic
MOTOR PROBLEMS IN NEURO REHAB (3)
Motor interventions- using mirrors, mitts, robotics / VR
Case study for Leah Part 1. Who experienced a stroke and has an Indigenous background.
Chapter
Research articles on Moodle
Events and Submissions/Topic
Assessment 1 due
Assessment 1- Appraisal of a Systematic Review Due: Week 7 Tuesday (28 Apr 2020) 11:45 pm AEST
Module/Topic
MOTOR PROBLEMS IN NEURO REHAB (4)
Client visitor- Mal (CVA)
Motor interventions- using FES
Case study for Leah Part 2.
Assessment 2 preparation: Case Study of David from newspaper
Chapter
FES Research article
Events and Submissions/Topic
Module/Topic
COGNITIVE AND PERCEPTUAL PROBLEMS IN NEURO REHAB (1)
Cognitive and Perceptual assessments.
Case study - Catherine
Chapter
Curtin Chapter 41
Events and Submissions/Topic
Module/Topic
COGNITIVE AND PERCEPTUAL PROBLEMS IN NEURO REHAB (2)
Problems with Concentration (Attention), Memory and Executive Functions. Evaluation and Interventions.
Case study - Catherine (cont)
Chapter
Gillen Chapter 27
Events and Submissions/Topic
Assessment 2 due
Assessment 2- Case Study - Sections Due: Week 10 Tuesday (19 May 2020) 11:45 pm AEST
Module/Topic
COGNITIVE AND PERCEPTUAL PROBLEMS IN NEURO REHAB (3)
Problems with Apraxia. Evaluation and Interventions.
Client visitor- Emma (AMV)
Assessment 3 preparation
Chapter
O’Sullivan Chapter 27
Events and Submissions/Topic
Module/Topic
COGNITIVE AND PERCEPTUAL PROBLEMS IN NEURO REHAB (4)
Problems with Complex Perception
Problems with Unilateral Spatial Neglect: Evaluation and Interventions.
Case study of Robert.
Assessment 3 Video Mr. Ebet
Chapter
Events and Submissions/Topic
Module/Topic
Assignment 3 due.
Chapter
Events and Submissions/Topic
Assessment 3- Case Study- Complete Due: Review/Exam Week Friday (12 June 2020) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
To further develop your skills in appraising evidence to support neurological rehabilitation you will appraise one of the systematic reviews provided in the readings.
You will be allocated a Systematic Review to appraise and will complete the appraisal using the template supplied on Moodle (also available as Template 19 on the CB84 Research and EBP Moodle).
Please review your notes from ALLH12006/ 11009 as well, as this is where you have the foundation skills for appraising literature.
Your assignment will be around around 1000- 1400 words in length + the Template which is 500 words.
Week 7 Tuesday (28 Apr 2020) 11:45 pm AEST
On Moodle
Week 9 Wednesday (13 May 2020)
On Moodle
A grading rubric is provided on Moodle.
The criteria is based on the detail provided in relation 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
Occupational therapists who work in neurological rehabilitation need to have clear therapy plans for assessment and intervention with their clients. Across the term, you have been building these skills through the practical classes. For this assessment, you are required to provide aspects of the goals and interventions you will use with a case study client, and details about this client are provided on Moodle. You will use the template provided on Moodle to complete the assessment, and this template is part of the larger template that you will use for Assessment 3: Group Assignment. This means you will get feedback on how you are progressing with the material prior to submitting your 3rd and final 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 10 Tuesday (19 May 2020) 11:45 pm AEST
Submit on Moodle
Week 12 Tuesday (2 June 2020)
On Moodle
A grading rubric is provided on Moodle.
The criteria is based on the detail provided in relation to:
Question 1. Medical problem (5 marks)
Question 2. Behavioural goals and objectives (10 marks)
Question 3. Intervention plan (15 marks). Including:
-Steps for the occupation (detailed list of all the steps for this occupation)
-Problems the client might have (what parts / steps of the occupation, and what skills do you anticipate the client will struggle with, given their impairments)
-Selection of treatment strategies (name and overview of treatment you will use)
-Details about the treatment (description of what the treatment will involve)
- Use of grading (considers grading related to the task, therapist, and the environment)
- 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
Building on Assessment 2, and drawing on the feedback received, you will be ready to undertake Assessment 3. In this assessment, you will review a video of a client with neurological problems, and complete a therapy plan including all assessment and intervention details. Working in pairs, you will complete the Template we have used each week in class that works through the 8 Action Points of the Canadian Occupational Performance Model for this client.
Review/Exam Week Friday (12 June 2020) 11:45 pm AEST
Upload through Moodle
Returned at Certification of Grades.
A grading rubric is provided on Moodle.
Detailed criteria are provided in relation to the 17 sections of the assignment. Students will have completed these 17 sections with several other practice case studies in class and will submit this final one for grading.
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?
