Overview
This capstone unit will provide you with the opportunity to examine, develop and evaluate your attributes and professional behaviours that, while not explicitly part of the profession's core knowledge and technical skills, are the professional skills required to function as a registered occupational therapist. You will have the opportunity to reflect and evaluate on and evaluate the professional socialisation that has occurred during your formal academic education and practice education, exploring the translation of that professionalism to the complex and dynamic professional sectors in which you may find yourselves practicing. Regulatory requirements for professional practice will be investigated, in addition to consolidating knowledge about the professional and competency standards expected of a new graduate registered health practitioner.
Details
Pre-requisites or Co-requisites
Pre-RequisitesOCCT13006 Professional Practice 1OCCT13005 Professional Practice 2
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 - 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 appreciated the practical components of the unit preparing them for professional practice including registration with AHPRA, NDIS submissions and professional indemnity insurance.
This content will remain for the 2020 offering.
Feedback from Have Your Say and in-class student feedback.
The unit design, content, learning resources and engaged delivery were highlighted as positives for this unit.
The flow of topics, the content, workshops and the delivery by the unit coordinator will be maintained in the 2020 T2 offering.
Feedback from Have Your Say and in-class student feedback
The addition of the motivational interviewing modules and associated practical assessment was identified by a number of students as valuable and transferable to their practice upon graduation, regardlesss of caseload.
The design of the motivational interviewing lecture and module content as well as the assessment design will be used in T2 2020.
Feedback from Have Your Say and in-class feedback
The timing of the portfolio assessment was identified by a number of students as problematic. It was due for submission late in term, but many students felt it would be more beneficial to them to have the lecture content and the assessment earlier in term to best position them for job applications and securing a position upon AHPRA registration.
The timing of the portfolio assessment will be considered for change in T2 2020, in consultation with unit coordinators of the other occupational therapy capstone units. Timing of the assessment suite across each of the capstone units is an important consideration when endeavouring to optimise the student experience.
- Communicate a clear understanding of contemporary contextual factors in Australia influencing the provision of occupational therapy services
- Construct a plan for reflective practice and for ongoing learning, support and mentoring following graduation
- Critically apply relevant legal, ethical and professional reasoning principles to professional practice situations at the level of a beginning registered occupational therapist
- Prepare a professional portfolio to facilitate the transition from student occupational therapist to a registered, employed occupational therapist.
The new unit overview, unit learning outcomes and assessment pieces are aligned with requirements in the Australian Occupational Therapy Competency Standards (AOTCS) 2018. These competency standards acknowledge the diversity of roles and contexts that currently exist in occupational therapy practice.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | |||
---|---|---|---|---|
1 | 2 | 3 | 4 | |
1 - Objective Structured Clinical Examinations (OSCEs) - 45% | ||||
2 - Reflective Practice Assignment - 30% | ||||
3 - Portfolio - 25% |
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 - Objective Structured Clinical Examinations (OSCEs) - 45% | ||||||||||
2 - Reflective Practice Assignment - 30% | ||||||||||
3 - Portfolio - 25% |
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
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
Reflecting on professional practice experiences and commencing a new graduate CPD plan according to AHPRA guidelines
Professional reasoning at a graduate level
Chapter
Murray, K., & Ward, K. (2019). Attitudes to social media use as a platform for Continuing Professional Development (CPD) within occupational therapy. Journal of Further and Higher Education,43(4), 545-559. doi: 10.1080/0309877/X.2017.1378313.
Unsworth, C. A. (2017). Professional reasoning in occupational therapy practice. In. M.Curtin., M.Egan., & J. Adams (Eds.). Occupational Therapy for People Experiencing Illness, Injury or Impairment: Promoting Occupation and Participation. Elsevier: Edinburgh.
(see Moodle for advice about accessing this reading)
Events and Submissions/Topic
Module/Topic
AHPRA, OT Australia - codes, registration process, OT competency standards, social media regulations
Chapter
Occupational Therapy Board of Australia Registration Standards:
- continuing professional development
- professional indemnity insurance arrangements
- English language skills
- criminal history
- recency of practice
Occupational Therapy Board of Australia Codes and Guidelines
- social media policy
- CPD
- supervision
Events and Submissions/Topic
Module/Topic
Motivational Interviewing module 1
Chapter
Park et.al. (2019). Model of Human Occupation as a framework for implementation of Motivational Interviewing in occupational rehabilitation. Work, 62, 629-641. doi: 10.3233/WOR-192895.
Ruiz Moral, R. et.al. (2015). Effectiveness of motivational interviewing to improve therapeutic adherence in patients over 65 years old with chronic diseases: A cluster randomized cinical trial in primary care. Patient Education and Counseling 98, 977-983.
Events and Submissions/Topic
Module/Topic
Motivational Interviewing module 2
Chapter
Alpersetein, D., & Sharpe, L. (2016). The efficacy of motivational interviewing in adults with chronic pain: A meta-analysis and systematic review. The Journal of Pain, 17(4), 393-403.
Schaefer, M.R., & Kavookjian, J. (2017). The impact of motivational interviewing on adherence and symptom severity in adolescents and young adults with chronic illness: A systematic review. Patient Education and Counseling,100, 2190-2199.
Events and Submissions/Topic
Module/Topic
Ethical decision-making at a graduate level - application to case studies and workplace scenarios
Chapter
Hazelwood, T., Murray, C.M., Baker, A., & Stanley, M. (2019). Ethical tensions: A qualitative systematic review of new graduate perceptions. Nursing Ethics,26(3), 884-902. doi: 10.1177/0969733017727154.
Hazelwood, T., Baker, A., Murray, C.M., & Stanley, M. (2018). New graduate occupational therapists' narratives of ethical tensions encountered in practice. Australian Occupational Therapy Journal, 1-9. doi: 10.1111/1440-1630.12549.
Penny, N.H., & You, D. (2011). Preparing occupational therapy students to make moral decisions. Occupational Therapy in Health Care, 25(2-3), 150-163. doi: 10.3109/07380577.2011.565544.
Events and Submissions/Topic
Guest session from Professor Pamela Meredith, Head of Course, Occupational Therapy
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
No classes this week. Practical assessments either on campus or via Zoom as the Covid-19 restrictions and Vice Chancellor permit (to be advised).
Chapter
No readings this week.
Events and Submissions/Topic
Module/Topic
Preparing to secure a job
- interviewing
- resume-writingChapter
Events and Submissions/Topic
The guest panel will include a CQUni Career Hub Career Specialist and leaders and recruiters in the occupational therapy profession. Recent graduates will also attend to share their experiences of applying for jobs.
Module/Topic
Managing oneself in professional practice
Chapter
Gardner, K., Bundy, A., & Dew, A. (2016). Perspectives of rural carers on benefits and barriers of receiving occupational therapy via information and communication technologies. Australian Occupational Therapy Journal, 63, 117-122. Doi: 10.1111/1440-1630.12256
Moran, M., Simpson, D., & Henwood, N. (2017). Occupational therapy practice in regional, rural and remote Australia. In T. Brown, H. Bourke-Taylor, S. Isbel, & R. Cordier (Eds.), Occupational Therapy in Australia: Professional and Practice Issues. Allen and Unwin: Australia.
Events and Submissions/Topic
Module/Topic
Working in teams: interprofessional practice, understanding your own style, conflict management, understanding workplace bullying policies
Chapter
Adamson, K., Loomis, C., Cadell, S. & Verweel, L.C. (2018). Interprofessional empathy: A four-stage model for a new understanding of teamwork. Journal of Interprofessional Care, 32(6), 752-761. doi: 10.1080/13561820.2018.1511523.
Kim, S.,et.al. (2017) Individual, interpersonal, and organisational factors of healthcare conflict: A scoping review, Journal of Interprofessional Care, 31(3), 282-290, DOI: 10.1080/13561820.2016.1272558
Events and Submissions/Topic
Module/Topic
Chapter
Hudgins, E., Stover, A., & Walsh-Sterup, M. (2018). Opening a Private Practice in Occupational Therapy. OT Practice, 23(7), 1-9.
Kash, B., & Deshmukh, A. (2013). Developing a strategic marketing plan for physical and occupational therapy services: A collaborative project between a critical access hospital and a graduate program in health care management. Health Marketing Quarterly, 30(3), 263-280.
Events and Submissions/Topic
Module/Topic
Australian health care systems and impact on clinical practice - featuring NDIS and MBS
Chapter
Dickinson, H., Carey, L. (2017). Managing care integration during the implementation of large-scale reforms: The case of the Australian National Disability Insurance Scheme. Journal of Integrated Care, 25 (1), pp. 6-16. DOI: 10.1108/JICA-07-2016-002.
Lakhani, A., McDonald, D., & Zeeman, H. (2018). Perspectives of the National Disability Insurance Scheme: Participants' knowledge and expectations of the scheme. Disability and Society, 33(5), 783-803. doi: 10.1080/09687599.2018.1442321.
Whitburn, B., Moss, J., O’Mara, J. The policy problem: the National Disability Insurance Scheme (NDIS) and implications for access to education (2017) Journal of Education Policy, 32 (4), pp. 467-479. DOI: 10.1080/02680939.2017.128018.
Events and Submissions/Topic
Guest session from NDIS staff - Planner Team Leader of Service Delivery and Performance, Community Development Manager and Learning and Development Manager.
Module/Topic
No lectures
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Your weekly lecture and/or tutorial content for this unit will be delivered face-to-face via Zoom during regularly scheduled class time. If any of the content needs to be delivered on campus, you will be notified of the dates and times of these sessions via Moodle two weeks prior to the date. Prior to those sessions, you will be required to complete a self-declaration form regarding your current health status and COVID-19 risk factors. During these sessions, provisions for social distancing and use of PPE will be implemented in accordance with health and government guidelines. Please note that the recommencement of these practical and clinical sessions is subject to State and Federal health guidelines and may change if the situation with COVID-19 should deteriorate. Where possible, the delivery will occur online via Zoom.
1 Objective Structured Clinical Examinations (OSCEs)
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. Following on from MI lectures, practical sessions and a simulated interview 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 take the recording away and complete a rating of your performance using the Motivational Interviewing Treatment Integrity (MITI) tool, 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 interviews have been timetabled to occur on the Bundaberg campus and the Rockhampton campus in week 6 of term. If social distancing requires it, this assessment will be adapted to be delivered online. You will be advised closer to the time. You will be allocated your time slot by the unit coordinator. The unit coordinator will arrange for the "client" to be present.
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 may choose one of two behaviours you want to facilitate changing as outlined in two brief case scenarios. The two choices are supplied on your Moodle site.
You must follow the guidelines supplied for your written reflection. There is no word limit for the written reflection. 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.
Week 6 Wednesday (26 Aug 2020) 11:45 pm AEST
Students will be advised of the interview schedule
Week 8 Wednesday (9 Sept 2020)
A detailed rubric is supplied for you on Moodle. The assessment criteria will cover your understanding of the principles of MI (20), synthesis of relevant material in your reflection (15), evaluation of your skills using literature and key evidence (15), reflection (20), presentation of the written reflection (10) and assessor rating of meeting MI interview goals (10).
- Communicate a clear understanding of contemporary contextual factors in Australia influencing the provision of occupational therapy services
- Critically apply relevant legal, ethical and professional reasoning principles to professional practice situations at the level of a beginning registered occupational therapist
- Communication
- Problem Solving
- Critical Thinking
- Cross Cultural Competence
- Ethical practice
2 Portfolio
There are three components to this assessment submission. Firstly, you will develop a curriculum vitae (four pages maximum) based on the accumulated knowledge throughout your training and reflections throughout the unit about how to frame your information. Secondly, you will consider your professional experiences and skills and use those considerations to prepare responses to selection criteria for a new graduate position. Thirdly, you will compose a cover letter addressed to the selection panel highlighting your skills and abilities in a professional and succinct manner.
This authentic assessment piece in this unit is
designed to produce documents that can be used to assist in applying for
professional positions upon graduation. It is expected that you will apply knowledge gained throughout the term and specifically in the week 7 session, and translate that into this assessment piece.
You will be supplied with a choice of three role descriptions and may choose which one you submit your assessment piece on.
The skills obtained in this assessment and the feedback provided by
your lecturer may then be applied in the real-world context to job
applications upon graduation. As this is an authentic assessment piece, you are not required to reference your submission.
Week 9 Wednesday (16 Sept 2020) 12:00 am AEST
Week 11 Wednesday (30 Sept 2020)
You will find a marking rubric on Moodle, detailing the assessment criteria and marks available. In summary, the Portfolio is graded out of 50 marks which cover the areas of:
Appearance (10)
Your curriculum vitae (CV) ought to be impressive. It should be neat, succinct and aesthetically pleasing. Think carefully about how information is organised and how headings are displayed, and which font is used. The CV, cover letter and responses to the selection criteria should make a strong first impression.
Organisation (10)
Each documents must be well organised with a clear sequence in order to allow the reader to quickly assess your competencies and attributes in order to be shortlisted.
Content (20)
You must convey your technical and interpersonal skills in an effective, succinct way.
Written expression (10)
All submitted documents must be grammatically correct and without spelling or punctuation errors. The documents must convey your knowledge, skills and abilities through high level written communication.
- Prepare a professional portfolio to facilitate the transition from student occupational therapist to a registered, employed occupational therapist.
- Communication
- Information Literacy
3 Reflective Practice Assignment
Five of the weekly topics in OCCT14003 are linked to a reflective practice assessment task. On each of those topics, you are required to write 500-800 words distributed across the prompt questions supplied to you. The templates of all prompt questions will be supplied to you at the commencement of term. You are to refer to the Australian Occupational Therapy Competency Standards 2018 document in your weekly responses, as there will be at least one prompt question encouraging you to link those standards to the knowledge obtained in class. There are no right or wrong responses to these assessment pieces; rather it is important that you are exhibiting reflective practice and decision-making of a graduate practitioner.
There are five templates corresponding to the following topics: 1) Professional Reasoning, 2) Ethical Decision-Making, 3)National Disability Insurance Scheme and the Medicare Benefits Schedule, 4) Managing Oneself as a New Practitioner and 5) Working in Teams. Each of the five weekly topics has an overall mark available of 6 and will in total contribute to 30% of the overall unit mark.
Week 12 Friday (9 Oct 2020) 12:00 am AEST
Students will receive the marks for this final assessment piece after certification of grades
A marking rubric detailing the assessment criteria and marks available is on Moodle. In summary, the reflective practice submission assessment is graded out of 30 marks. Each of the five topics is awarded a maximum of 6 marks with the following assessment criteria:
- reflection on personal impact
- knowledge translation of relevance to practice with strategies for future practice
- reflection on competency standards
- Communicate a clear understanding of contemporary contextual factors in Australia influencing the provision of occupational therapy services
- Construct a plan for reflective practice and for ongoing learning, support and mentoring following graduation
- Communication
- Problem Solving
- Critical Thinking
- Cross Cultural Competence
- Ethical practice
- Social Innovation
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.