Overview
This capstone 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 function as an autonomous, evidence-informed new graduate practitioner in 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 professional 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 the application of telehealth for motivational interviewing, a skill in facilitating client behavioural change applicable across caseloads.
Details
Pre-requisites or Co-requisites
Prerequisites: OCCT13009 (or OCCT13008 or OCCT13005 and OCCT13006) and OCCT14003
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 - 2023
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 SUTE comments Informal student feedback Staff observation
Students felt well-supported by the structure of the unit and their interactions with the unit coordinator.
It is recommended that the unit retain a similar structure based around intensive modules and unit coordinator consultation, rather than the standard lecture/tutorial model.
Feedback from SUTE comments Informal student feedback Staff reflection.
Students found the specialist modules to be useful and stimulating but have also identified further areas of clinical specialty that would be useful to include.
It is recommended that further clinical specialist modules be developed for this unit, e.g., advanced paediatric skills, hand therapy/advanced orthotics.
- Appraise and synthesise available evidence in order to formulate best-practice assessment and intervention pathways.
- Formulate and synthesise best available evidence to develop and deliver written or oral presentations that are accessible to a wide range of stakeholders.
- Demonstrate effective motivational interviewing techniques that may facilitate behavioural change to support patient/client/consumer/participant health and wellbeing.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Written Assessment - 20% | |||
| 2 - Reflective Practice Assignment - 40% | |||
| 3 - Objective Structured Clinical Examinations (OSCEs) - 40% | |||
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 | |||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Laptop video camera
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
desley.simpson@cqu.edu.au
Module/Topic
Introduction to the unit and assessment overview
Chapter
No readings
Events and Submissions/Topic
This will be a compulsory online Zoom session and it will be recorded for review purposes.
Module/Topic
Pain Module 1
Chapter
Van Griensven, H., Strong, J., & Unruh, A.M. (2014). Pain: A textbook for health professionals (2nd ed.). Churchill Livingstone Elsevier. (Textbook in OT storerooms and on e- reading list):
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
On-campus attendance is required for both pain modules.
Module/Topic
Pain Module 2
Chapter
Jayne Thomson will nominate any readings for Pain Module 2 in addition to Pain Module 1. You will find them on Moodle before term commences.
Events and Submissions/Topic
Module/Topic
Advanced Home Modifications Module 1
Chapter
Specific readings will be chosen by Liz Ainsworth and made available to you on Moodle before term commences.
Two resources for this module will be available to you via your e-reading list on the OCCT14002 Moodle site and via the Library Services. They are:
1. Ainsworth, E., & de Jonge, D. (2nd ed) (2018). An occupational therapist's guide to home modification practice. SLACK Inc.
2. Standards Australia: Design for access & mobility; Adaptable Housing.
Events and Submissions/Topic
Please note: this module will be on Friday 4th August during your scheduled OCCT14004 time. OCCT14002 & OCCT14004 have a schedule swap to accommodate our external educator.
This will be delivered online 9am-noon and 1pm-5pm. The session will not be recorded for copyright reasons.
Module/Topic
Advanced Home Modifications Module 2
Chapter
Specific readings will be chosen by Liz Ainsworth and made available to you on Moodle before term commences.
Two resources for this module will be available to you via your e-reading list on the OCCT14002 Moodle site and via the Library Services. They are:
1. Ainsworth, E., & de Jonge, D. (2nd ed) (2018). An occupational therapist's guide to home modification practice. SLACK Inc.
2. Standards Australia: Design for access & mobility; Adaptable Housing.
Events and Submissions/Topic
Please note: this module will be on Friday 11th August during your scheduled OCCT14004 time. OCCT14002 & OCCT14004 have a schedule swap to accommodate our external educator.
This will be delivered online 9am-noon and 1pm-5pm. The session will not be recorded for copyright reasons.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Motivational Interviewing Module 1
Chapter
Beck, A. K., Baker, A. L., Britton, B., Lum, A., Pohlman, S., Forbes, E., Moore, L., Barnoth, D., Perkes, S. J., Oldmeadow, C., & Carter, G. (2023). Adapted motivational interviewing for brief healthcare consultations: A systematic review and meta-analysis of treatment fidelity in real-world evaluations of behaviour change counselling. British Journal of Health Psychology, No Pagination Specified. doi:10.1111/bjhp.12664
Miller, W. R. (2023). The evolution of motivational interviewing. Behavioural and Cognitive Psychotherapy, No Pagination Specified. https://doi.org/10.1017/S1352465822000431
Kline, E. R., Thibeau, H., Sanders, A. S., English, K., Davis, B. J., Fenley, A. R., & Keshavan, M. S. (2021). Motivational interviewing for loved ones in early psychosis: Development and pilot feasibility trial of a brief psychoeducational intervention for caregivers. Frontiers in Psychiatry, 12,
Events and Submissions/Topic
MI via telehealth modules will be delivered online. Full attendance and interaction is expected in real-time as the combination of theory and practice will prepare you for the 40% OSCE.
Knowledge Translation Tools Due: Week 6 Monday (21 Aug 2023) 11:45 pm AEST
Module/Topic
Motivational Interviewing Module 2
Chapter
Kenyon, L. K., Krajenka, V. M., Lach, K., VanBeek, H., Williams, B., & Bower Russa, M. (2023). Motivate-to-move: Development of an intervention promoting parental adherence to early power mobility programs. Disability and Rehabilitation: Assistive Technology, 18(2), 185-194. https://doi.org/10.1080/17483107.2020.1841310
Ding, J., Yang, Y., Wu, X., Xiao, B., Ma, L., & Xu, Y. (2023). The telehealth program of occupational therapy among older people: an up-to-date scoping review. Aging Clinical & Experimental Research, 35(1), 23-40. https://doi.org/10.1007/s40520-022-02291-w
Feldhacker, D. R., Jewell, V. D., Jung LeSage, S., Collins, H., Lohman, H., & Russell, M. (2022). Telehealth Interventions Within the Scope of Occupational Therapy Practice: A Systematic Review. American Journal of Occupational Therapy, 76(6), 1-10. https://doi.org/10.5014/ajot.2022.049417
Events and Submissions/Topic
MI via telehealth modules will be delivered online. Full attendance and interaction is expected in real-time as the combination of theory and practice will prepare you for the 40% OSCE.
Module/Topic
Dementia Module 1
Chapter
A full reading list will be supplied to you by Dr Maria O'Reilly on Moodle before term commences.
Events and Submissions/Topic
On-campus attendance is required for both dementia modules.
Module/Topic
Dementia Module 2
Chapter
A full reading list will be supplied to you by Dr Maria O'Reilly on Moodle before term commences.
Events and Submissions/Topic
Module/Topic
Motivational Interviewing OSCE
Chapter
Events and Submissions/Topic
The assessment schedule will run over Tuesday 19th September and Wednesday 20th September. The roster will be supplied in week 1 so that you may organise your week 10 commitments around your assessment time.
Motivational Interviewing Practical Assessment Due: Week 10 Tuesday (19 Sept 2023) 11:45 pm AEST
Module/Topic
Paediatric Module 1
Chapter
Robyn Reddiex will nominate any readings for Paediatric Module 1. You will find them on Moodle before term commences.
Events and Submissions/Topic
On-campus attendance is required for both paediatric modules.
Module/Topic
Paediatric Module 2
Chapter
Robyn Reddiex will nominate any readings for Paediatric Module 1. You will find them on Moodle before term commences.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
OCCT14002 requires on-campus attendance for the Dementia modules, Pain modules and Paediatric modules. The Advanced Home Modifications module and the Motivational Interviewing module will be delivered via zoom.
1 Written Assessment
The modules on Dementia, Advanced Home Modifications, Pain and Paediatrics will each contain a quiz attached to a case study. This will occur in the final part of the final day of each module. Approximately five short-answer questions will relate to the content taught in each module, and each of the case studies will be graded by the module educator. You must be present in class (either on campus or online as stipulated) to participate in this assessment piece. Each quiz will hold a total value of 5 marks. You must obtain 10 out of a total available of 20 marks overall to pass this assessment, and the unit overall. The quizzes are short-answer and are conducted in-class. The quizzes are open book and you may consult your notes. There is no need to cite references. The purpose of the Case Study Quizzes are to ensure full engagement in each module and translation of knowledge directly to real-world clinical scenarios.
Quizzes will be completed in class at the end of each of the four nominated specialist modules.
Individual quizzes won't be returned with feedback. De-identified group feedback will be provided once all marking is complete.
The quizzes are marked against module answers pre-determined by the educator of that specialist module. There is no rubric for this assessment.
- Appraise and synthesise available evidence in order to formulate best-practice assessment and intervention pathways.
2 Reflective Practice Assignment
There are two parts to this assessment: 1) the development of a Knowledge Translation Kit and 2) your reflection which will articulate your rationale for the chosen Knowledge Translation tools. Knowledge Translation tools present evidence in concise, clear, user-friendly formats to enhance the uptake of evidence into clinical practice. Examples of Knowledge Translation tools include clinical practice guidelines, educational resources and patient decision aids. You will choose one of the four clinical practice specialisation areas in OCCT14002: 1) pain 2) home assessment and modifications 3) dementia or 4) paediatrics, and use the research and evidence to create a Knowledge Translation kit in that field. Your Knowledge Translation kit will be comprised of two products/tools. These will be a synthesis of the evidence, delivered via the best medium chosen by you in a way that disseminates the evidence for optimum understanding and uptake by various stakeholders. You must choose one product/tool from the choices of:
- poster/infographic or
- clinical practice guideline/protocol
Your companion product will be a choice between the production of:
- a 15-minute podcast suitable for either the free Spotify for Podcasters or the free Podcast Hosting site PodBean
- a 15-minute audio and video recording suitable for uploading to YouTube
The aim of your Knowledge Translation tools are to ensure that end users (stakeholders such as other practitioners or clients/consumers) receive best clinical service delivery as a result of your information. The Knowledge Translation products must be visually-appealing, accessible and presented without clinical terminology and jargon. Your products must incorporate what the most contemporary state of science is in your chosen area. As such, your sources will be peer-reviewed journal articles preferably published within the last 5-7 years. In addition to the complete Knowledge Translation kit, you will present a reference sheet to your assessor providing evidence of all sources used in the development of your kit. The production of a poster/infographic requires skill at a graduate level that you have been developing throughout your introductory and intermediate units (specifically OCCT11001 and OCCT12002).
The second part of this assessment is to present your rationale for the chosen knowledge translation tool and how it why it will have real impact on the relevant stakeholders (other occupational therapy practitioners, educating members of the multidisciplinary team, empowering clients with education and knowledge). This rationale is presented in a reflective piece, written in first person. This rationale is a minimum of 800 words and a maximum of 950 words.
The due date for this assessment is week 6, by which time you will not have covered all four modules. This should not sway your choice, as the aim is for you to independently search for the contemporary literature in a clinical area of particular interest to you. You are welcome to use the resources supplied on Moodle within those modules as a starting point. A resource folder will be supplied to you in your Assessment Tile containing links and exemplars for inspiration and ideas.
Week 6 Monday (21 Aug 2023) 11:45 pm AEST
Week 8 Monday (4 Sept 2023)
- synthesis of clinical information
- clarity of clinical message
- accessibility of clinical message
- evidence of research
- visual presentation
- oral presentation
- Formulate and synthesise best available evidence to develop and deliver written or oral presentations that are accessible to a wide range of stakeholders.
3 Objective Structured Clinical Examinations (OSCEs)
Motivational Interviewing via Telehealth.
Motivational Interviewing (MI) is a patient interview style designed to promote behavioural changes in our patients/clients/consumers. Facilitating behaviour change to promote health and wellbeing is a therapeutic skill of great benefit to patient outcomes, transcending specific caseloads. Following on from MI lectures, practical sessions and simulated interviews for practice, this assessment requires you to conduct a patient interview in which you demonstrate the principles of motivational interviewing. The interview will be recorded and observed by the examiner in real-time. Following completion of your interview, you are required to view the recording and complete a rating of your performance using the tool provided, and a written reflection. You will be supplied with a self-assessment template to guide your reflection. The interview will be of 20 minutes duration (maximum).
The method of your motivational interview and thus your assessment will be via a telehealth process. This advances your skills in both motivational interviewing but also in the application of clinical work across technology platforms which may increasingly be part of flexible patient service offerings. This is assessing graduate-level skills so it is assumed you already have sound skills in setting up the interview space, developing rapport with the patient and utilising professional verbal and non-verbal communication. In this assessment, your skills in evocation, collaboration, supporting autonomy, directing, empathy and asking open-ended questions are the focus. You are demonstrating your ability to facilitate the patient's ownership of goals and actions. The patient/client/consumer will be a standardised patient played by an actor.
You must follow the guidelines supplied on Moodle for your written reflection. Reflections must be a minimum of 2200 words and must not exceed 3000 words (this excludes your references). The assessment criteria provides guidance for you in how your content and written expression will be assessed. Those students who are able to incorporate and synthesise key content, referencing a wide range of relevant readings, and present it in a concise way are likely to score highly. Your written reflection is your own original work, but you will use a motivational interviewing reflection tool in order to inform a robust analysis of your skills. You will be supplied with the tool throughout your learning experience.
Week 10 Tuesday (19 Sept 2023) 11:45 pm AEST
Students will be advised of the interview schedule for week 10. The roster will be across two full days in week 10 (Tuesday and Wednesday).
Week 12 Wednesday (4 Oct 2023)
A detailed rubric is supplied for you on Moodle covering the following criteria:
- examiner rating of your adherence to MI principles
- understanding MI principles
- synthesis in selecting and applying relevant information
- evaluation of skills using key literature and evidence
- reflection
- written communication skills
No submission method provided.
- Appraise and synthesise available evidence in order to formulate best-practice assessment and intervention pathways.
- Demonstrate effective motivational interviewing techniques that may facilitate behavioural change to support patient/client/consumer/participant health and wellbeing.
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?
