CQUniversity Unit Profile
OCCT14004 Developing Occupation-Centred Community Programs
Developing Occupation-Centred Community Programs
All details in this unit profile for OCCT14004 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
General Information

Overview

This capstone unit will prepare you to use your emerging occupational therapy skills and knowledge to conduct a needs analysis and then design, implement and evaluate programs that will address the complex needs of clients in a community setting. You will work in a small group using an occupational justice lens to complete a unique workplace project identified by local stakeholders. Supervision and mentoring will be provided by academic staff in collaboration with selected community-based organisations. You will undertake a minimum of 150 hours of Work Integrated Learning during this unit. Your stakeholder focused workplace project will generate information that forms the basis of an industry standard conference presentation and written report, utilising the graduate level professional skills you have developed throughout your course of study in occupational therapy.

Details

Career Level: Undergraduate
Unit Level: Level 4
Credit Points: 12
Student Contribution Band: 8
Fraction of Full-Time Student Load: 0.25

Pre-requisites or Co-requisites

Pre-requisite: OCCT13008 Professional Occupational Therapy Practice 1 OR OCCT13009 Professional Occupational Therapy Practice 1 Co-requisite: OCCT14002 Specialisation in Occupational Therapy

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 - 2022

Bundaberg
Rockhampton

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).

Class and Assessment Overview

Recommended Student Time Commitment

Each 12-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 25 hours of study per week, making a total of 300 hours for the unit.

Class Timetable

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Written Assessment
Weighting: 30%
2. Workplace Project
Weighting: 40%
3. Presentation
Weighting: 30%

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.

Previous Student Feedback

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

Feedback

Students perceived that the workload for each project was not equal across campuses.

Recommendation

It is recommended that students are informed that project tasks may vary between locations, that the workload for each project continues to be monitored by the Unit coordinator and will take into account the number of team members as well as the expected timeframe for completion.

Feedback from Have Your Say Staff reflection

Feedback

Assessment due dates need review: submission of the final report prior to the conference presentation was considered preferable by students, while also enabling more timely marking.

Recommendation

It is recommended that the conference presentation becomes the last assessment task in OCCT14004.

Feedback from Have Your Say Personal communication

Feedback

Use of Microsoft Teams was useful for organising and communicating. There is a need to ensure group documents are not lost or accessible to other students.

Recommendation

It is recommended that discussion with IT services occur to determine what solutions are available for document integrity and retention in Microsoft Teams.

Feedback from Have Your Say

Feedback

Clarity about conference planning tasks is required.

Recommendation

It is recommended that students are provided with a list of duties required for each conference planning task, and that the criteria for marking is highlighted to students.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Select and apply appropriate theoretical principles to underpin the development of a community-based project for clients with complex needs
  2. Demonstrate a range of complex professional communication and problem-solving strategies to manage the expected and unexpected components of project development
  3. Exhibit graduate level professional and ethical behaviours to work with the university project supervisor to prioritise tasks, network with stakeholders and share responsibility for management of a community-based project
  4. Operate as an effective team member using objective reflection to evaluate the role of self and others throughout the project timeframe
  5. Prepare all project documentation to an industry expected standard incorporating feedback from key stakeholders into final documents.

The 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 Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment - 30%
2 - Presentation - 30%
3 - Workplace Project - 40%

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes Learning Outcomes
1 2 3 4 5
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 and Resources

Textbooks

Prescribed

Developing Occupation-Centred Programs with the Community

Edition: 3rd ed. (2017)
Authors: Fazio, L.S.
Slack Incorporated
Thorofare Thorofare , NJ , USA
ISBN: 978-1-63091-259-8
Binding: Paperback
Supplementary

Occupational Therapy in Community and Population Health Practice

Edition: 3rd (2020)
Authors: Scaffa, M. & Reitz, S.M.
F.A. Davis
Philadeplphia Philadeplphia , PA , USA
ISBN: LCCN 2019046783
Binding: eBook

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
  • Microsoft PowerPoint
  • Microsoft Teams (both microphone and webcam capability)
Referencing Style

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.

Teaching Contacts
Narelle Henwood Unit Coordinator
n.henwood@cqu.edu.au
Schedule
Week 1 Begin Date: 11 Jul 2022

Module/Topic

  • Topic 1A: About this unit



  • Topic 1B: What is "community" and why are we doing this unit?



  • Topic 1C: Program design and development

Chapter

1A: Rai, R. (2016). Tips to organise a conference. Indian Dermatology Online Journal. 7(5), pp. 424-427.

OCCT14004 Prescribed Text:

  • 1B: Understanding Community, pp. 12, 15-16
  • 1B: Practicing occupation in the community, pp. 24-30
  • 1C: Program design and development, pp. 43-49, 51, 55

OCCT14004 Supplementary Text:

1C: Scaffa, M. & Reitz, M. (2020). Occupational therapy in community and population health practice (3rd ed.). F. A. Davis.

  • PRECEDE-PROCEED model, pp. 51-52
  • Program planning principles, pp. 75-79.

Events and Submissions/Topic

  • Please read the Unit Profile carefully. It contains the currently approved information for this offering of the OCCT14004 unit.




  • Ensure that you familiarise yourself with all Assessment task requirements.



  • Check the OCCT14004 Moodle Classes Tile for details about the weekly class and topic schedule.
Week 2 Begin Date: 18 Jul 2022

Module/Topic

  • Topic 2B: Models, program planning and evaluation








Chapter

OCCT14004 Prescribed Text:

2B: Fazio, L. (2017). Developing Occupation-Centered Programs with the Community, (3rd. ed.). SLACK, Inc.
  • Logic models, pp. 70-72
  • Program planning, pp. 61-77, 91-96
  • Program design, pp. 80-93


OCCT14004 Supplementary Text:


2B: Scaffa, M. & Reitz, M. (2020). Occupational therapy in community and population health practice (3rd ed.). F. A. Davis.

  • Program evaluation pp. 114-130.

Events and Submissions/Topic


  • Confirm selection of Evaluation methods for Assessment 1.




  • Project group meetings Monday and Thursday.





  • Project-related fieldwork - 12 hours
Week 3 Begin Date: 25 Jul 2022

Module/Topic

  • Topic 3B: Needs Assessment.




  • Topic 3C: KPIs and guiding theories

Chapter

OCCT14004 Prescribed Text:

Fazio, L. (2017) Developing Occupation-Centered Programs with the Community, (3rd. ed.). SLACK, Inc.
  • 3B: Continuing needs assessment, pp. 119-133
  • 3C: Goals & theories pp. 149-168


OCCT14004 Supplementary Text:


Scaffa, M. & Reitz, M. (2020). Occupational therapy in community and population health practice (3rd ed.). F. A. Davis.

  • 3B: Needs Assessment pp. 79-84
  • 3C: Evaluation data and indicators pp. 126-127

3C: Hoffmann, T., Bennett, S., & Del Mar, C. (2013). Evidence-based practice across the health professions (2nd ed.). Proquest e-book.

  • qualitative theories for evaluation, pp. 223-226


Owen, J. & Rogers, P. (1999). Program evaluation: forms and approaches. Allen & Unwin.

  • 3B: Purposes of evaluation types, pp. 40-54
  • 3C: Theoretical underpinnings, pp. 86-89.

Events and Submissions/Topic

  • Project-related fieldwork - 12 hours



  • Project group meetings Monday

Week 4 Begin Date: 01 Aug 2022

Module/Topic

  • Topic 4B: Evidence based practice



  • Topic 4C: Time management

Chapter

OCCT14004 Prescribed Text:


4B: Fazio, L. (2017) Developing Occupation-Centered Programs with the Community, (3rd. ed.). SLACK, Inc.
  • Finding evidence, pp. 107-116

4C: Bonsaksen, T., Brown, T., Lim, H. B., & Fong, K. (2017). Approaches to studying predict academic performance in undergraduate occupational therapy students: A cross-cultural study. BMC Medical Education, 17(1), 76.


OCCT14004 Supplementary Text:

4C: Scaffa, M. & Reitz, M. (2020). Occupational therapy in community and population health practice (3rd ed.). F. A. Davis.

  • Kawa model worksheet, pp. 339-342.
  • Evidence based practice, pp. 88-89

Events and Submissions/Topic

  • Project-related fieldwork - 12 hours


  • Project group meetings Monday




Week 5 Begin Date: 08 Aug 2022

Module/Topic

  • Topic 5B: Giving and receiving feedback

Chapter

5B: Boyt-Schell, B., Gillen, G. & Scaffa, M. (2014). Willard & Spackman's occupational therapy. (12th ed.). Lippincott Williams & Wilkins

  • Providing and giving feedback pp. 1075-1076.
  • Taylor supervises an OTA, p.1084


5B: Knis-Matthews, L., Falzarano, M., Bonastia, S., Mahana, M., Messina, K., & Moller, C. (2013). Peer teaching: The experience of four occupational therapy graduate students. Education Special Interest Section Quarterly / American Occupational Therapy Association, 23(3), 1-4.


5B: Scaffa, M. & Reitz, M. (2013). Occupational therapy in community based practice settings (2nd ed.). F. A. Davis.

  •   using the FRAMES model, pp. 298-299


5B: Schreiber, J., Delbert, T., & Huth, L. (2020). High Fidelity Simulation with Peer Debriefing: Influence of Student Observation and Participation Roles on Student Perception of Confidence with Learning and Feedback. Journal of Occupational Therapy Education, 4 (2).

  • Peer debriefing pp. 3-5, 7, 9-14.

Events and Submissions/Topic

  • Project-related fieldwork - 12 hours



  • Practice SPA to be completed in class Thursday


Project Plan Due: Week 5 Monday (8 Aug 2022) 12:00 pm AEST
Vacation Week Begin Date: 15 Aug 2022

Module/Topic

  • Zoom or Teams consults with teaching staff by appointment

Chapter

Focus on group project based learning.

Events and Submissions/Topic

  • Some project work may be required this week.
Week 6 Begin Date: 22 Aug 2022

Module/Topic

  • Topic 6B: Conflict management

Chapter

OCCT14004 Prescribed Text:

6B: Fazio, L. (2017) Developing Occupation-Centered Programs with the Community, (3rd. ed.). SLACK, Inc.
  • collaboration and negotiation, pp. 48-52

6B: Landa-Gonzalez, B. (2008). To Assert or Not to Assert: Conflict Management and Occupational Therapy Students. Occupational Therapy In Health Care, 22(4), 54-70.

6B: Sweetman, M. (2016). A leader's guide to conflict resolution. Rehab Management. S48 (29) 6.

Events and Submissions/Topic

  • Project-related fieldwork - 12 hours



  • Project group meetings Monday



  • Action Learning Cycle presentations Thursday
Week 7 Begin Date: 29 Aug 2022

Module/Topic

  • Topic 7B: Leadership models, entrepreneurship and innovation.


Chapter

7B: Brown, T., Williams & Jolliffe (2014). Leadership style preference of undergraduate occupational therapy students in Australia. Hong Kong Journal of Occupational Therapy, 24, pp.35-42


7B: Davidson, H. (2012). A leadership challenge for occupational therapy, British Journal of Occupational Therapy, 75(8), pp. 390-392.


OCCT14004 Supplementary Text:


7B: Scaffa, M. & Reitz, M. (2020). Occupational therapy in community and population health practice (3rd ed.). F. A. Davis.

  • occupational therapy entrepreneurship, pp. 136-137.
  • innovator types, pp. 135-136.


7B: Sweetman, M. (2017). Emotional intelligence for therapists. Rehab Management 30(6), p. S34


Events and Submissions/Topic

  • Project-related fieldwork - 12 hours



  • Project group meetings Monday



  • Action Learning Cycle presentations Thursday
Week 8 Begin Date: 05 Sep 2022

Module/Topic

  • Topic 8B: A business plan for community programs


Chapter

OCCT14004 Prescribed Text:

8B: Fazio, L. (2017) Developing Occupation-Centered Programs with the Community, (3rd. ed.). SLACK, Inc.
  • Business plan components, pp. 238-239
  • Examples of items to be costed for a community program, pp. 288-291


OCCT14004 Supplementary Text:


8B:
Scaffa, M. & Reitz, M. (2020). Occupational therapy in community and population health practice (3rd ed.). F. A. Davis.

  • Developing a business plan, pp. 141-142.

Events and Submissions/Topic

  • Project-related fieldwork - 12 hours



  • Project group meetings Monday



  • Action Learning Cycle presentations Thursday
Week 9 Begin Date: 12 Sep 2022

Module/Topic

  • Topic 9A: Measuring key performance indicators

Chapter

OCCT14004 Prescribed Text:

9A: Fazio, L. (2017) Developing Occupation-Centered Programs with the Community, (3rd. ed.). SLACK, Inc.
  • Revisiting program goals, pp. 270-272


9A:
Hitch, D., Lhuede, K., Vernon, L., Pepin, G., & Stagnitti, K. (2019). Longitudinal evaluation of a knowledge translation role in occupational therapy. BMC Health Services Research, 19(1), 154. https://doi.org/10.1186/s12913-019-3971-y


OCCT14004 Supplementary Text:

9A: Scaffa, M. & Reitz, M. (2020). Occupational therapy in community and population health practice (3rd ed.). F. A. Davis.

  • Disseminating evaluation results, pp. 128-129.

Events and Submissions/Topic

  • Project-related fieldwork - 12 hours


  • No Thursday OCCT14004 class this week


Week 10 Begin Date: 19 Sep 2022

Module/Topic

  • Topic 10B: Writing your abstract.


Events and Submissions/Topic

  • Project-related fieldwork - 12 hours



  • Project group meetings Monday



  • Action Learning Cycle presentations Thursday
Week 11 Begin Date: 26 Sep 2022

Module/Topic

  • Topic 11B: Writing your Report

Chapter

11B: O'Brien, S. P., Marken, D., & Petrey, K. B. (2016). Student perceptions of scholarly writing. Open Journal of Occupational Therapy, 4(3), pp. 3, 7-11. https://doi.org/10.15453/2168-6408.1253

Events and Submissions/Topic

  • Project-related fieldwork - 12 hours

  • Project group meetings Monday

  • Action Learning Cycle presentations Thursday
Week 12 Begin Date: 03 Oct 2022

Module/Topic

  • Topic 12A: Presenting at a conference

Chapter

12A: Adler, A. (2010, April). Talking the Talk: Tips on Giving a Successful Conference Presentation. Psychological Science Agenda.

12A: Hartigan, L., Mone, F., Higgins, M. (2014). How to prepare and deliver an effective oral presentation. British Medical Journal, 348 :g2039 doi:10.1136/bmj.g2039

Events and Submissions/Topic

  • Deadline for Draft sections of Project Report for formative feedback is before 11.59pm Monday Week 12.

  • Deadline for Draft Conference Presentation PowerPoint slides deadline for formative feedback is before 11.59pm Monday Week 13.
Exam/Review Week Begin Date: 10 Oct 2022

Module/Topic

  • Graduate conference week.

Chapter

No prescribed readings this week.

Events and Submissions/Topic

  • Conference Day is Wednesday 12th October.
  • Student conference attendance is expected all day.
  • Final SPA due online

Project Report Due: Review/Exam Week Monday (10 Oct 2022) 12:00 pm AEST
Oral Presentations and Conference Due: Review/Exam Week Wednesday (12 Oct 2022) 8:00 am AEST
Term Specific Information

Hours of study and Work Integrated Learning (WIL):

As this unit is a 12 Credit point offering, the total expected study time is 300 hours. There is an expectation that you will complete a minimum of 150 hours of Work Integrated Learning (WIL) directly doing tasks and activities that will lead to the successful completion of your community project. Any student that does not complete the Moodle Wiki and provide evidence of at least 150 WIL hours will be required to complete online simulation activities to achieve the 150 hours minimum.


Workload for each project:

Project tasks may vary between locations due to the nature of each project and what community partner organisations need. The student workload for each project will be monitored by the Unit coordinator and will take into account the number of team members as well as the expected timeframe for completion.

You will be required to meet with your project team and stakeholders at mutually convenient times outside of scheduled classes. You will need to allow yourself sufficient time at the end of term when many of your final assessment tasks will be due in order to manage multiple complex tasks.

Graduate Conference planning:

Organising and carrying out a professional learning event such as the end of term graduate conference provides students with an opportunity to demonstrate complex skills and knowledge as part of OCCT14004 Unit Learning Outcomes 2, 3 and 4. Managing a real budget along with the many planning and organisational tasks needed for the conference takes a large team to share the time required. Please note that while every effort is made to ensure the conference planning tasks are roughly equivalent, it is unrealistic to expect that each student will spend exactly the same amount of time for conference planning and organisation. Clarification of roles and expectations will be initiated in Week 1, however event planning requires students to demonstrate adaptable responsiveness to accommodate a range of expected and unexpected variables.

Microsoft Teams:

This term you will fully utilise Microsoft Teams as the preferred means of communication. This is for several reasons:

  1. You can invite your external stakeholders to your team channel and meet with them via the Teams videoconferencing.
  2. Teaching staff can follow each of the Team communication threads more easily and the notifications of your posts are instant rather than delayed as they are with Moodle forums.
  3. It is a commonly used tool in industry.
  4. It allows separate channels for each Project Team which are only accessible to members of your group and to teaching staff. Your team files will be confidential, and it makes it easy to provide formative and prompt feedback for your draft documents throughout the term.
  5. You can still post Q and A about assessment tasks for the whole class in the General Teams channel.

Assessment Tasks

1 Written Assessment

Assessment Title
Project Plan

Task Description

This written plan will help guide your project across the term up until your Project Report is submitted. It will ensure your team is clear about allocation of tasks, timelines for completion and allows sufficient time for stakeholder input to the project design. Evaluation is a vital process for the development and sustainability of community-based programs. As you develop your community project you will become familiar with a range of different evaluation methods and common project management tools. You will research and explain a variety of strategies to be incorporated into your community project:

  • Evaluation methods and their underpinning theoretical concepts appropriate to your project design.
  • Key Performance Indicators to measure the project outcomes.
  • Project Risk Identification and Management to problem solve anticipated issues that may impact progress of the project.
  • Dates of expected project stages and task allocation within the team using a Gannt chart.
  • A summary in the Gannt chart of the role/s allocated to each member of your team in planning and organising the Occupational Therapy Graduate Conference.

All team members will also complete a formative Practice Self and Peer Assessment (SPA, not marked) in the Week 5 class to enable your supervisor to support your project team functioning.


Your tasks:
  • Your team must consult with your University educator to select appropriate evaluation methods.
  • Use the Project Plan template to document all required individual and group components of the Project Plan.
  • Work with your project team members to ensure your submitted plan is comprehensive and cohesive.
  • Complete a Practice SPA for yourself and your project team (not graded).

More details about the requirements of the task are available on Moodle.


Assessment Due Date

Week 5 Monday (8 Aug 2022) 12:00 pm AEST

Submit all files to Moodle by the due date. Complete online formative SPA during class in Week 5.


Return Date to Students

Week 7 Monday (29 Aug 2022)

Feedback will be returned via Moodle Gradebook


Weighting
30%

Minimum mark or grade
50%

Assessment Criteria

Criteria will be applied to individual and group components of this task as per the marking rubric available on Moodle.

  • Introduction provides an overview of the Project Plan (5 marks)
  • Provides a general description of the evaluation method (2 X 10 marks)
  • Provides a rationale for use of the method in your project (2 X 10 marks)
  • KPIs are justified, relevant, measurable, clearly prioritised and linked to project timeline tasks (10 marks)
  • Risks identified are realistic, stated objectively and professionally with appropriate management strategies planned for the project duration (10 marks)
  • Written work meets professional standards for terminology use, articulation and flow of ideas, spelling & grammatical conventions. (2 X 5 marks)
  • Use of relevant evidence from a broad range of high-quality sources including evidence based occupational therapy and other literature (2 X 5 marks)
  • Referencing adheres to APA 7 style for in-text citations and reference list. (2 X 5 marks)
  • Report presentation and organisation of content addresses formatting guidelines (5 marks)


Referencing Style

Submission
Online Group

Submission Instructions
Ensure all files are clearly named. Please choose one member of your group to submit the files for everyone.

Learning Outcomes Assessed
  • Select and apply appropriate theoretical principles to underpin the development of a community-based project for clients with complex needs
  • Demonstrate a range of complex professional communication and problem-solving strategies to manage the expected and unexpected components of project development
  • Operate as an effective team member using objective reflection to evaluate the role of self and others throughout the project timeframe

2 Workplace Project

Assessment Title
Project Report

Task Description


Overview and Purpose.

A written report authored by all members of your project team is the major deliverable for your project partner organisation in this unit. All student project team members will complete an individual graded Self and Peer Assessment (SPA). You will also individually document your Work Integrated Learning (WIL) hours associated with your community project by completing the OCCT14004 Moodle wiki. You must demonstrate that you have achieved the 150 hours minimum towards your 1000 hours of professional practice required to graduate.


1. Written Report (Group component):

In your project team, you will produce a written report expanding on the content to be discussed in your conference presentation. Your team will seek and incorporate feedback from teaching staff and your project partners on draft sections of your report to ensure your content is appropriate for your partner organisation before submission for marking. You will include all documents generated and sourced to support your project. You will adhere strictly to the report formatting guidelines to prepare the written document ready for sharing with your partner organisation.

Project Report context:

There is no word count for this report. The report is a significant outcome of your project that will require attention to detail and extensive documentation of information. It is expected that all your project report documents together may total approximately 10,000 words or more. The preparation of all documents is expected to be shared between your project team members.


When you are collating your report, consider that this project may be one component of a larger, long term future student project. The project may eventually span several years. You will include copies of all documents generated and sourced to support the project in numbered Appendices. Time will be made available to work on this report throughout term and your preparation will need to begin from Week 1.


Important note about the report writing style and terminology required:

Please write the report from the perspective that your team has been acting as advocates for your partner organisation. Do not include your personal perspective as students in this report, which is inappropriate. Refer to yourselves collectively as the project team, and not as students. It is expected you will use a consistent third person past tense throughout the report, and use professional rather than colloquial terminology. Use referencing and careful stating of any claims made in the report so there is objective and non-emotive presentation of facts and events relating to the project. If in doubt, please consult teaching staff for ideas on how to present sensitive or potentially provocative information.

CB84 coversheet:

All team members must sign the occupational therapy CB84 assignment cover sheet to be submitted by one member of the team as an additional file separately to your Project Report.

Written Report Sections:

A detailed explanation of the content requirements for each section of the report is included in the project report template and task sheet available on Moodle. The report will contain all of the following sections:

  • Version History table
  • Table of contents
  • Abstract (you may use your conference presentation abstract for the report if it is suitable)
  • Description of partner organisations
  • Needs analysis processes
  • Theoretical underpinnings
  • Project scoping
  • Evaluation methodology, data collected and ethical considerations
  • Project Risk identification and management strategies
  • Changes to original project scoping
  • Project Key Performance Indicators and achievement status
  • Outstanding tasks
  • Future developments and recommendations
  • List of contributors
  • References and Bibliography
  • Numbered Appendices


List of contributors:

  • You will provide a table documenting which team member was primarily responsible for each section.
  • The list of contributors will provide evidence for the individual mark you will receive for your contribution to the project report as per the marking criteria.
  • You may include secondary contributors as long as there has been more than a rudimentary role for secondary contributors.
  • All students must sign this record to indicate they agree it is a true representation of the distribution of team project tasks. The aim is for all students to contribute appropriately to the shared tasks.

2. Graded Self and Peer Assessment (SPA) individual component:

  • Your work this term will be the result of a significant team effort. You will complete a summative Self and Peer Assessment (SPA) of yourself and your team peers’ roles throughout the entire project.
  • For the best possible ratings from your peers, you must contribute to your project team consistently and professionally across the whole duration of your community project.
  • Please ensure that you follow the guidelines provided on Moodle for giving your peers constructive feedback and provide comments to support your ratings.
  • The Week 13 SPA will be summatively graded and forms part of the individual component of this task as a way to measure Learning Outcome 4.
  • You will be given an opportunity to practice giving feedback in a formative (non-graded) SPA in the Week 5 class. Both the formative and summative SPA will be submitted individually online.
  • You must provide a brief narrative feedback statement along with the numerical ratings to justify your ratings for self and peers. Any score (including positive, negative and neutral ratings) that is not justified will be taken into consideration when providing your individual mark. Your explanations will be collated and used to determine the mark for each team member. If you do not provide sufficient explanations for your numerical ratings, it will impact your marks for this component as per the marking rubric available on Moodle.
  • You MUST complete and submit the graded Self and Peer Evaluation (SPA) by the due date. If you do not complete the graded SPA by the due date, you cannot obtain any marks for this section of the rubric.

3. Work Integrated Learning (WIL) hours (individual component):

Most students have previously used a Moodle wiki to record evidence of WIL hours for OCCT12003. The Moodle wiki for OCCT14004 is laid out in a similar fashion.

  • You will edit your individual wiki page to detail the tasks you have done and the hours you have spent on each task.
  • Activities that you can include in the wiki are listed on Moodle- you can discuss with teaching staff any activities you are not sure are eligible for WIL.
  • Please ensure you document the hours that you have spent on conference planning and organisation, as this task is eligible to count towards your WIL hours.
  • You must detail how you accumulated your individual hours of Work Integrated Learning (WIL) associated with the project across the term for sign off by the Unit Coordinator.
  • You must document a minimum of 150 hours for the project. The WIL hours are not graded however the 150 hour minimum requirement ensures that you meet the total 1000 hours of professional practice required to graduate.

IMPORTANT: Any student with less than the 150 hours of documented WIL will be expected to perform additional online simulation tasks to meet the minimum hours requirement. It is critical that you regularly record your weekly WIL hours to ensure you are on track to meet the minimum hours requirement.


Assessment Due Date

Review/Exam Week Monday (10 Oct 2022) 12:00 pm AEST

One member of each group to submit all project documents to Moodle by the due date. Individuals to complete final SPA by 12pm Tuesday 11 October.


Return Date to Students

Report and SPA feedback returned via Moodle gradebook prior to Certification of Grades.


Weighting
40%

Minimum mark or grade
50%

Assessment Criteria

Group component marks

  • Abstract provides an overview of project purpose, process and outcomes. (5 marks)
  • Provides a description of partner organisations and stakeholders role in project. (5 marks)
  • Needs analysis process is explained. (10 marks)
  • Theoretical underpinnings are explained and links to the project are supported by evidence. (10 marks)
  • Project timelines, phases, inclusions and exclusions are explained in scoping. (10 marks)
  • Evaluation methodology ethical considerations and achievement of KPIs are explained and justified. (10 marks)
  • Changes, outstanding tasks and recommendations are supported by professional reasoning. (10 marks)
  • Updated SWOT analysis describes suitable risk management strategies. (10 marks)
  • Broad range of highly relevant references published within past 10 years adhere to APA 7 style. (5 marks)
  • Written communication throughout the report meets professional standards for terminology use, articulation and flow of ideas, spelling & grammatical conventions. (5 marks)
  • Additional relevant project resources or documents are included in Appendices. (5 marks)

Individual component marks:

  • Evidence is provided of individual contribution to the project report. (5 marks)
  • Provides a narrative explanation for SPA ratings. (5 marks)
  • Peers provide evidence of individual contribution to team outcomes. (5 marks)


Referencing Style

Submission
Online Group

Submission Instructions
One member of each group to submit all project documents to Moodle by the due date. Individuals to complete final SPA by 12pm Tuesday 11 October.

Learning Outcomes Assessed
  • Select and apply appropriate theoretical principles to underpin the development of a community-based project for clients with complex needs
  • Demonstrate a range of complex professional communication and problem-solving strategies to manage the expected and unexpected components of project development
  • Exhibit graduate level professional and ethical behaviours to work with the university project supervisor to prioritise tasks, network with stakeholders and share responsibility for management of a community-based project
  • Operate as an effective team member using objective reflection to evaluate the role of self and others throughout the project timeframe
  • Prepare all project documentation to an industry expected standard incorporating feedback from key stakeholders into final documents.

3 Presentation

Assessment Title
Oral Presentations and Conference

Task Description


Overview and Purpose:

All students will be part of a project team in this unit, communicating with community stakeholders towards achieving their organisation's goals for services. Disseminating the work you have done is crucial when sharing skills and new knowledge for occupational therapy practice. The graduate conference is designed to be a memorable conclusion to your coursework and to help you progress from student to independent occupational therapy practitioner.


Important features of independent practitioners are that they

  • can articulate that occupational therapy is a fluid and responsive process that requires constant adaptation to change.
  • are comfortable with a level of uncertainty that requires us to engage our collaborative problem solving and higher-level thinking capacities.
  • independently prepare, reflect, plan and act with staged support rather than direct instruction.
  • actively seek and respond to feedback
  • utilise highly developed oral communication and self-reflective skills to engage with clients, colleagues and supervisors.

You will be required to verbally demonstrate these skills while participating in a range of experiences that will challenge and stretch your current skills and knowledge. Achieving your project objectives, planning the graduate conference and navigating challenges within your team will not always be a comfortable or easy process. However, it is important that your attitude towards learning from your project experiences remains professional.



The Presentation task contains individual and group components:

  1. Oral Action Learning Cycle Reflection: You will prepare individual regular Action Learning Cycle reflections as part of your record of learning during this unit. You will choose one of these for marking as the individual component of the presentation task. You will select a date to present your reflection orally in class between Weeks 6-8 and 10-11. This individual component is worth 10 marks.
  2. Conference Presentation and Organisation: Organising and participating in the Conference Day will provide an opportunity for your team to disseminate the results of your project to your stakeholders and to wider occupational therapy professional networks. You will collaborate with your team to prepare your conference PowerPoint presentation to deliver at Conference Day. The group presentation component is worth 70 marks. There are 20 individual marks for how well you carry out your role helping to organise Conference Day. You must keep the unit coordinator regularly informed across the term of the progress of your allocated conference planning tasks so you can be marked appropriately.


Seeking and responding to feedback:
You will be able to obtain formative feedback for individual and group components when meeting with your University Educator. You will be expected to discuss your draft PowerPoint slides with teaching staff before Conference Day to make suggested improvements.


More details regarding your presentation content requirements are available on Moodle.


Assessment Due Date

Review/Exam Week Wednesday (12 Oct 2022) 8:00 am AEST

Online/Group: submit PowerPoint slides to Moodle by due date. Offline: Orally present individual Action Learning Cycle in class between Weeks 6-8 and 10-11.


Return Date to Students

Action learning cycle feedback will be returned within two weeks of your in class presentation. Conference feedback will be returned by Certification of Grades.


Weighting
30%

Minimum mark or grade
50%

Assessment Criteria

Group component:

  • Presents an informative description of project process and outcomes. (20 marks)
  • Key performance indicators and achievement status are presented. (20 marks)
  • Provides future developments and recommendations. (10 marks)
  • Oral content is organised and flows to align with slides. (5 marks)
  • Visual presentation of slides is professional and attractively balanced between text and images. (5 marks)
  • Speakers are articulate and confidently progress transitions between presentation team members. (5 marks)
  • Team members actively manage the discussion time. (5 marks)

Individual component:

  • Orally communicates an appropriate level of critical reflection for significant events using the Action Learning Cycle model. (10 marks)
  • Carries out expected role for conference organisation. (20 marks)


Referencing Style

Submission
Offline Online Group

Submission Instructions
Offline: Students to select from weeks 6-8 and 10-11 to orally present their individual Action Learning Cycle. Online: One group member to submit PowerPoint slides to Moodle. Group: All group members to orally present on Conference Day.

Learning Outcomes Assessed
  • Exhibit graduate level professional and ethical behaviours to work with the university project supervisor to prioritise tasks, network with stakeholders and share responsibility for management of a community-based project
  • Prepare all project documentation to an industry expected standard incorporating feedback from key stakeholders into final documents.

Academic Integrity Statement

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?