There are two elements to this written assessment piece. The first is the preparation and submission of a CPD plan and portfolio, as well as a narrative reflection supporting it. The narrative reflection is to be no less than 600 words and no more than 750 words. The second is the preparation of a curriculum vitae which must be no less than two pages in length and no more than four pages in length. When explored in combination, the two elements in this assessment provide a clear picture of you as you emerge into your final term before graduating as a new graduate occupational therapist.

Details of the assessment are as follows:

Part 1:

a) Initial development of CPD plan following the relevant lecture content and guidance in weeks 1-2.

b) This is informed by a reflection on your current knowledge and gaps in knowledge.

c) The CPD plan will span your 4th year and is a realistic, authentic and practical plan for your individual professional development. Activities may include attendance at or provision of in-services at your professional placement venue, participation in journal clubs, reading of journal articles, workshop attendance to name a few, and will be in line with the relevant requirement as per Occupational Therapy Board of Australia (OTBA).

d) This is intended to be a living document throughout T1 (and then beyond into the remainder of your 4th year) and is designed to help you transition to developing CPD plans as required by OTBA as a registration condition.

e) Together with your CPD plan, you will document your CPD portfolio. This is a record of what you participated in, what you learned from the process, and if and how it has changed your practice moving forward. At the time of submitting this assessment in week 7, you may only have a plan in place, with no evidence for the portfolio, but please set the document up so that there is a place for you to link or embed your portfolio evidence. Some of you may be able to include portfolio evidence between week 1 and week 7 of term when you submit the assessment. The rubric does not disadvantage students who haven’t had the opportunity to participate in CPD. The main focus is the CPD plan.

f) You are encouraged to discuss this with your placement supervisors (past and present) to understand how practising clinicians manage this requirement.

g) You do not need to exceed two pages in length, formatted in either landscape or portrait, for your CPD plan and portfolio.

h) The final part of this process will be a narrative linking your CPD plan, portfolio and reflections. It is a clear explanation of your rationale, identified gaps, objectives and goals, linking what you have learned in modules 1,2 and 3 to the CPD plan and portfolio.

Part 2:

a) The development of your curriculum vitae will be informed by your acquired knowledge in OCCT14003.

b) Specific guidance will be supplied in the module provided by the CQUni Careers specialist and this will add to your skills in communicating who you are as a candidate for an employed occupational therapy position.

c) The format must include: your personal contact details, career objective, education, details of professional placement skills and experience, past employment, transferable knowledge and skills from past employment or volunteering opportunities, details of two referees.

d) The CV must not exceed four pages.

Please upload two documents for assessment:

1) CPD plan and portfolio (2 pages formatted in either landscape or portrait), with the addition of the narrative summary at the end

2) Curriculum vitae (2-4 pages)

• skills in linking CPD plan to AOTCS 2018, AHPRA Shared Code of Conduct and gaps identified through SPEF-R processes 
• justifiable, realistic, achievable CPD plan is produced
• coherent narrative supplied to articulate rationale, the identified gaps, aims for career direction
• compilation of a curriculum vitae that is organised, concise, and optimally representative of skills, experience and career objectives 

This is a mentoring experience in which you provide mentoring as a 4th year occupational therapy student to students in their first term of their 2nd year of occupational therapy studies. Mentoring is entirely online at a time mutually suitable to mentors and mentees.

It is expected that a minimum of 6 of the total 12 weeks of term will be spent mentoring your allocated 2nd year occupational therapy students. There must be evidence of (via a record of the session) that each meeting occurred for a minimum of 30 minutes.

You and another 4th year student will be paired, and you will be allocated a group of 3-4 occupational therapy students in their second year. This is expected to occur online via Microsoft Teams, Zoom or similar at a time that is mutually convenient to you and your group of mentees. The focus will be on remote mentoring and so please creatively use any tools or strategies at your disposal such as Doodle, Google Doc, and free versions of project management tools such as Trello. Participation in this activity and associated assessment ready you for mentoring newer therapists, students and allied health assistants in your new graduate and early career as an occupational therapist.

Before you feel ready to engage in formal clinical supervision of students or newer graduates, mentoring skills consolidate your knowledge and skills and ready you for a transition to supervising. During your early career and then beyond, you may provide both mentoring and supervision in various contexts. It is acknowledged that you will build these skills as you go throughout Term 1 in this mentoring relationship and won’t possess everything you need immediately.

The main aims of this mentoring activity and assessment are as follows:

1. Encourage the development of mentees’ identity as a current 2nd year occupational therapy student and as a future health practitioner.

2. Support mentees in their own reflective practice and self-management, with a particular focus on managing their study demands with a focus on OCCT12006 Understanding the Environment (and possibly OCCT12003 Occupational Therapy Across the Lifespan 1).

3. Conclude the period of mentoring by facilitating your mentees to articulate what they have gained from the mentoring arrangement and how it might shape their studies and self-management in T2 and beyond.

You will keep a mentoring portfolio that includes a list of the meeting topics, the actions and outcomes arising from the meetings and reflections on your developing mentoring skills. This portfolio must be in a format that can be readily uploaded to Moodle. It is usually preferable to upload in a Word format and large files will be allowed. Please upload four documents for assessment:

1) The signed Mentoring Agreement (template available on Moodle).

2) Log of mentoring - dates, start & finish time of meeting, attendees, topics discussed (template available on Moodle). 

3) Your self-assessment of your developing mentoring skills over T1 (template available on Moodle). 

4) Your weekly reflections (x6), summarising what went well in each session, what was difficult or challenging, observation of your personal strengths and weaker points, with a concluding overall summary of how this experience has developed your skills. Word count = 250-350 for each summary and 800-1000 for the concluding summary.

A resource folder has been tailored and compiled for you on Moodle to support you to undertake this activity. You may find some elements more useful than others but a range will be provided. Please ensure you are thoroughly cognisant of the resources that have been selected to support your skills in this mentoring activity and the associated documentation.

• Organised portfolio capturing all necessary elements
• Reflection skills linked to self-assessment of the process 
• Written communication skills

This is an oral format assessment in which you will undergo a viva to examine your knowledge of the Australian Occupational Therapy Competency Standards (2018) (AOTCS 2018) as they relate specifically to a range of clinical scenarios and questions. This will occur as an individual assessment and will be for a duration of 15 minutes (with an additional 10 minutes of perusal time). It will be conducted via zoom and will be recorded for the purposes of assessment moderation. Please set aside 30 minutes for this assessment as per the schedule provided to you by the unit coordinator.

All Oral Examinations will be scheduled during week 13 of term. The schedule will be provided to you in week 1 of term, so that you may arrange your time in advance, particularly regarding the provision of notice to your clinical supervisor if you are on professional practice placement at that time. It is expected that you will arrange all other commitments around this appointment time of 30 minutes’ duration.

In this Oral Examination, you will demonstrate your thorough working knowledge of the AOTCS 2018, communicating how the criteria feature in the provision of occupational therapy services and critically determining which criterion or combination of criteria are applicable in which clinical and service scenarios.

Sample case scenarios with relevant questions about the AOTCS (2018) will be supplied on the Moodle platform throughout term to consolidate lecture content and will scaffold your learning and prepare you. You are encouraged to fully engage with those learning opportunities.

Matched to criteria within the Australian Occupational Therapy Competency Standards (2018). Each clinical scenario will have questions across all four standards of the AOTCS 2018.

Standard 1 Professionalism: any of the seventeen criteria or a combination of same may be addressed in the clinical scenario

Standard 2 Knowledge & Learning: any of the ten criteria or a combination of same may be addressed in the clinical scenario

Standard 3 Occupational Therapy Process & Practice: any of the fourteen criteria or a combination of same may be addressed in the clinical scenario

Standard 4 Communication: any of the eleven criteria or a combination of same may be addressed in the clinical scenario