Overview
This unit builds upon the foundation knowledge and practice experience you have built throughout the occupational therapy course. The focus of this unit is to equip you to undertake autonomous, evidence-based practice as a new graduate in regional Australia. It is comprised of various modules which will advance your professional skills for independent practice. Each module will be offered in semi-block mode to enable immersion in a specialised area of clinical practice. The range of modules will be subject to resources including availability of experts to contribute. Depending on the number and scope of modules offered, there may be some choice in which modules you undertake. However, a compulsory module will focus on research and evidence based practice in occupational therapy, and you will work on a research project that follows on from the Evidence Review you undertook in OCCT13006, and then further developed in OCCT13005.
Details
Pre-requisites or Co-requisites
Prerequisites: OCCT13005 and OCCT13006
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 2 - 2019
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 Moodle "Have Your Say"
Students commented on the benefits gained from being taught by specialist guest lecturers in modules that allowed immersion in a small number of topics.
Continue to offer the 4 specialist Modules currently offered. As numbers of students grow, there may be opportunity to increase the number of specialist Modules which will allow students to have choice in which Modules to pursue.
Feedback from Moodle "Have Your Say". Lecturer who provided the Dementia Module.
Four of the nine students who responded on Moodle "Have your say" made a comment that the Dementia Module was valuable, but could be condensed from 5 days to 3. The lecturer who delivered this Module also felt that the material could be condensed and fewer videos shown in class (but the links provided to students for future use).
The Dementia Module be shortened to 3 days, which is a similar length to the other Modules offered in the Unit.
- Develop client-centered, evidence-based intervention plans for clients in specialty areas
- Prepare research plans (including protocols and ethics applications) for projects that provide evidence to improve occupational therapy practice in specialist areas
- Communicate evidence orally to a wide range of stakeholders to improve occupational therapy practice in emerging or specialist areas.
Per NPC1301
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Research Proposal - 50% | |||
| 2 - Written Assessment - 30% | |||
| 3 - Presentation - 20% | |||
| 4 - Case Study - 0% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 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 - Research Proposal - 50% | ||||||||||
| 2 - Written Assessment - 30% | ||||||||||
| 3 - Presentation - 20% | ||||||||||
| 4 - Case Study - 0% | ||||||||||
Textbooks
An occupational therapist’s guide to home modification practice.
Edition: 2nd (2018)
Authors: Ainsworth, E. & de Jonge, D.
SLACK Inc
Thorofare Thorofare , NJ , USA
ISBN: 9781630912185
Binding: Hardcover
Introduction to Research: Understanding and applying multiple strategies
Edition: (5th ed). ((2016).)
Authors: DePoy, E., & Gitlin, L.N.
Elsevier
New York New York , New York , USA
ISBN: 9780323261715
Binding: Paperback
Pain: A textbook for health professionals
Edition: 2nd ed. (2014)
Authors: Van Griensven, H., Strong, J., & Unruh, A.M.
Churchill Livingstone Elsevier, Edinburgh.
Edinburgh. Edinburgh. , Scotland
ISBN: 9780702034787
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Presentation software such as MS Powerpoint
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
Module 1:
Research & Evidence-Based Practice
Session 1: Writing a research proposal
Session 2: Conducting ethical research
Chapter
O'Leary, Z. (2017). The Essential Guide to doing
your research project (3rd ed).
Thousand Oaks CA: Sage. Chapter 3.
DePoy, E., & Gitlin, L.N. (2016). Introduction
to Research: Understanding and applying multiple strategies (5th ed). New
York: Elsevier.
Portney, L., & Watkins, M. (2015). Asking the research questions (pp. 121-138)
and Writing a Research Proposal (pp. 759-770). In Foundations of clinical research (3rd ed.) Upper Saddle River, NJ:
Prentice-Hall Inc.
Talbot, L.., & Verrinder, G. (2008). Turn a stack of papers into a literature review: Useful tools for beginners. Focus on Health Professional Education: A Multidisciplinary Journal, 10(1), 51.
Also:
- Review your own Evidence Review Parts 1 and 2 from last year.
- Conduct updated literature search on topic and review previous articles included in the review, as well as any new articles.
- Begin talking with your partner about what research is required in this field.
Events and Submissions/Topic
Module/Topic
Module 1:
Research & Evidence-Based Practice
Session 1: Presenting your research
Session 2: Individual group sessions with Pam
Chapter
Portney, L., & Watkins, M. (2015). Ethical issues in Clinical Research. In Foundations of clinical research (3rd ed.) (pp. 47-60). Upper Saddle River, NJ: Prentice-Hall Inc.
Fitzgerald, M.H., Phillips, P.A., & Yule, E. (2006). The research ethics review process and ethics review narratives. Ethics & Behavior, 16(4), 377-395.
DePoy, E., & Gitlin, L.N. (2015). Research Ethics. In Introduction to research: Understanding and applying multiple strategies. Elsevier Health Sciences.
Events and Submissions/Topic
Module/Topic
Module 1:
Research & Evidence-Based Practice
Session 1: Content determined based on need as required to reinforce earlier content
Session 2: Individual group sessions with Pam
Chapter
See earlier resources
Events and Submissions/Topic
Module/Topic
Module 2:
Home Modifications
Over three days - Wednesday, Thursday and Friday. Students are required to attend all days.
Chapter
Ainsworth, E., & de Jonge, D. (2011). An occupational therapist’s
guide to home modification practice. Thorofare, NJ: SLACK Inc.
Specific chapters will be nominated on Moodle.
Parts of the following documents as loaded onto Moodle:
Standards Australia. (2009). AS1428.1. Design for access and mobility – General requirements for access – New building works.
Standards Australia. (1995). AS 4299 – Adaptable Housing.
Standards Australia. (1992). AS1428.2. Design for access and mobility – Enhanced and additional requirements – Buildings and facilities.
Events and Submissions/Topic
Module/Topic
Module 3:
Pain
Delivered over three days - Wednesday, Thursday and Friday.
Students are required to attend all days.
Chapter
Scanlan, J.N., & Novak, T. (2015). Sensory approaches
in mental health: A scoping review. Australian Occupational
Therapy
Journal,
62, 277-285.
(CRO)
Czyzewski et al. (2016). Maintenance of pain in children
with functional abdominal pain. Journal of Pediatric Gastroenterolgy
& Nutrition, 62, 393-398. (CRO not available)
Van Griensven, H., Strong, J., & Unruh, A.M. (2014). Pain: A textbook for health professionals (2nd ed.). Churchill Livingstone Elsevier, Edinburgh.
Chapter 1- Introduction to pain pp. 1-8
Chapter 6- Neurophysiology of pain pp. 77-90
Chapter 7- Assessing pain pp. 91-114.
Events and Submissions/Topic
Home Modification Quiz due by Midnight Tuesday
Module/Topic
Chapter
Events and Submissions/Topic
Pass/Fail Pain Quiz due by Midnight Tuesday
Module/Topic
Module 1:
Research & Evidence-Based Practice
Session 1 and Session 2: Group sessions with Pam
Chapter
See earlier resources
Events and Submissions/Topic
Module/Topic
Module 4:
Dementia
Session 1: Introduction to Dementia
Effects of Dementia on function.
Session 2: Person with Dementia and carer will present to class.
Chapter
A full reading list is
available on Moodle.
Events and Submissions/Topic
Module/Topic
Module 4:
Dementia
Session 1: Dementia - Special populations and issues.
Session 2: The 3Ds: Dementia, Depression and Delirium.
Chapter
A full reading list is
available on Moodle.
Events and Submissions/Topic
50% Research proposal due by midnight Friday
Module/Topic
Module 4:
Dementia
Session 1: The impact of the environment.
Interventions, occupational therapy and principles of care.
Session 2: Care contexts and cognitive assessments.
Chapter
A full reading list is
available on Moodle.
Events and Submissions/Topic
30% Ethics assignment due Friday
Ethics Application Due: Week 9 Friday (20 Sept 2019) 12:00 am AEST
Module/Topic
Module 1:
Research & Evidence-Based Practice
Research meetings with Pam by arrangement
Chapter
Events and Submissions/Topic
Pass/Fail Dementia Quiz due by midnight Tues.
Module/Topic
No
classes - Preparation for conference
Chapter
Events and Submissions/Topic
Draft of PowerPoint due to Pam by midnight Monday week 11
for comment.
Module/Topic
Fourth Year Conference.
All day attendance is required.
Chapter
Events and Submissions/Topic
20% Conference Presentation
Copy of conference PowerPoint and notes to be submitted via Moodle the evening before he conference
Conference Presentation Due: Week 12 Wednesday (9 Oct 2019) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Research Proposal
Writing a Research Proposal: As a clinician, there are many opportunities to undertake research to gather evidence to support practice. This assessment task provides you with an opportunity to write a research proposal in the format typically used in the health care system. The research proposal template used is similar to the templates used for community grant applications that you might apply for in the future. Students are required to develop a Research Proposal using the template supplied in Moodle. Maximum length is 4,000 words.
The Proposal will include the following components:
1) Names, 2) Supervisors, 3) Title, 4) Statement of research problem, 5) Statement of the purpose of the study, 6) Define key terms, 7) Literature review, 8) Method, 9) Scope and limitations, 10) Significance and contribution to knowledge, 11) Presentation and References.
Week 7 Friday (6 Sept 2019) 12:00 am AEST
Week 10 Monday (23 Sept 2019)
Return through Moodle
A marking rubric is available on Moodle. The rubric guides you through the information required for successful completion of each section. In summary, the first part of the Research Proposal is graded out of 90 marks which covers the areas of: Statement of the problem (5 marks), purpose of the study (5 marks), definition of key terms (2.5 marks), literature review (25 marks), method (30 marks), scope and limitations (5 marks), significance and contribution to knowledge (10 marks), presentation and references (7.5 marks). This is completed as a group assignment and grades are group grades. An additional individual reflection is graded out of 10 marks, making the total marks for this assessment item 100 (or 50%).
- Develop client-centered, evidence-based intervention plans for clients in specialty areas
- Prepare research plans (including protocols and ethics applications) for projects that provide evidence to improve occupational therapy practice in specialist areas
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Ethical practice
2 Written Assessment
Any research undertaken by anyone (students, researchers, and clinicians alike) in the healthcare or university sectors must be carried out following the national guidelines for the ethical conduct of research. In this assessment task, you are required to write an ethics application for your research proposal, using the CQU ethics template.The CQU ethics template is similar to the template used by many universities, and is also similar to the Human Research Ethics Application (HREA), which is used in many heath care facilities. The CQU ethics template (modified specifically for the purpose of OCCT14002), located on the Moodle site, asks students to describe the project, identify the participants, outline any ethical concerns or risks, and discuss how these will be managed.
Week 9 Friday (20 Sept 2019) 12:00 am AEST
Week 12 Monday (7 Oct 2019)
Return through Moodle
The Ethics Application task is graded out of 30 marks and a grading rubric is available on Moodle. In summary, students are provided marks for their description of the project, risk, participant recruitment, funding, consent process and forms, information protection, and dissemination of results.
- Prepare research plans (including protocols and ethics applications) for projects that provide evidence to improve occupational therapy practice in specialist areas
- Communication
- Team Work
- Ethical practice
3 Presentation
Disseminating research information through conference-style presentations is an important way to ensure cutting-edge research ideas and evidence are translated into practice. In pairs, students will present their Research Proposal to fellow students, CQUniversity staff, and members of the occupational therapy profession. A conference will be convened to showcase these presentations, along with presentations from the Unit OCCT14004.
Students have 15 minutes to present their work and 5 minutes for questions and further discussion. The following slide headings are suggested to students (with a total of 10-20 slides): Title of Project – including student and supervisor names, Background to the study (could be more than one slide), Aims of the study, Literature Review, Methods (a. Research Design, b. Participants & Sampling Strategy, c. Data collection methods, and d. Data analysis methods), Significance, Potential Limitations, Ethical considerations, and Questions.
Week 12 Wednesday (9 Oct 2019) 11:45 pm AEST
Completed in-class. Provide copy of presentation and notes to lecturer the evening before the presentation.
After certification of grades
The Conference Presentation is graded out of 20 marks, and the grading rubric is available on Moodle. In summary, the conference proposal is graded on the overall structure and content of the presentation (6 marks), presentation quality (4 marks), and the manner in which the students manage and respond to questions about their work (4 marks), with marks allocated for the student pair. An additional individual mark will be provided for each presenter for presentation style (6 marks).
- Communicate evidence orally to a wide range of stakeholders to improve occupational therapy practice in emerging or specialist areas.
- Communication
- Critical Thinking
- Team Work
- Information Technology Competence
4 Case Study
Following completion of each of the Dementia, Home Modification and Pain Modules, students will complete a brief case study quiz (three in total). Each of the three quizes will be 'open book' and take place at the end of the final class of the module. Each of the three quizzes will present case study information against which you will answer five brief questions. You must achieve a pass mark for each quiz to pass this unit.
The quizzes will be available online on the final day of each module. The quiz will remain open until the Tuesday following the end of the module.
Results will be returned within two weeks following the due date of quiz results (i.e., the following Tuesday)
Each of the three quizzes will be completed by students individually, and will be graded out of 5 marks. Answers to questions will be marked as either correct or incorrect. Students are required to achieve a minimum of 7/15 marks for these three quizzes combined in order to achieve a "pass" grade for this assessment item. Students must pass this assessment item to pass the unit.
- Develop client-centered, evidence-based intervention plans for clients in specialty areas
- Communication
- Problem Solving
- Critical Thinking
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?
