OCCT12003 - Occupational Performance across the Lifespan 1

General Information

Unit Synopsis

In this unit you will be introduced to professional reasoning, evidence based and culturally sensitive practice for occupational therapy in the paediatric context from birth to middle childhood. You will learn to plan occupational therapy evaluations, measurable goals and interventions for children, applying an occupational therapy practice process, evidence based frames of reference and occupational therapy practice models. You will explore key elements of realistic occupational therapy service delivery, using case studies of children with a range of impairments and occupational profiles. You will be coached to take part in interprofessional case discussions that simulate collaboration in a paediatric allied health team. Specific paediatric skills and knowledge will be enhanced through work integrated learning within the term, during which you will gain practical experience working with children.

Details

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Students must have successfully completed the following Essential Prerequisites:

OCCT11002

OCCT11001

PSYC11010

ALLH11001

ALLH11004 or BMSC11008

ALLH11005 or BMSC11007

ALLH11006

ALLH12007 or ALLH11009


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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2024

Term 1 - 2025 Profile
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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Online resource/s 0%
2. Online Quiz(zes) 40%
3. Portfolio 60%

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

Past Exams

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Previous Feedback

Term 1 - 2023 : The overall satisfaction for students in the last offering of this course was 50.00% (`Agree` and `Strongly Agree` responses), based on a 39.02% response rate.

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.

Source: Feedback comments
Feedback
It was costly to purchase the prescribed textbook, especially to access the video case resources for assessments.
Recommendation
It is recommended that the library be requested to provide the e-book version of the prescribed textbook for students along with the other supplementary text e-books. It is also recommended that a different method of providing access to the video resources for assessment tasks will be trialled in 2023.
Action Taken
Access to sections of the textbook were made available via the library. Alternative processes for video resources were implemented.
Source: Feedback comments
Feedback
Students had difficulty locating some Unit resources on Moodle.
Recommendation
It is recommended that streamlining of document locations on Moodle is done to reduce student confusion.
Action Taken
The Moodle layout was modified, with review ongoing.
Source: Feedback comments Academic staff reflections
Feedback
Students at Bundaberg campus wanted more academic support to ask questions and enhance their learning.
Recommendation
It is recommended that timetabling of the regular class tutorials is organised to allow for existing staff to provide in person academic support in the practical learning components of the unit, including the intensives. It is recommended that workshops are organised so they do not require the same level of oncampus support for students.
Action Taken
On-campus support was provided for tutorials by an existing staff member in Bundaberg.
Source: Feedback comments
Feedback
Some students found the use of Microsoft Teams confusing, and preferred all document files to be located on Moodle.
Recommendation
It is recommended that continued use of Teams in this unit is limited to communication between students and teaching staff. It is further recommended that all documents relevant to students will be uploaded to Moodle, with instructions for the document location and a document link posted in Teams rather than the file itself.
Action Taken
Teams was used as a communication channel between instructors and students. All documents were made available in Moodle.
Source: Student comments in class
Feedback
Student workload was perceived as being too high.
Recommendation
It is recommended that the assessment suite for this unit be reviewed with regard to decreasing the student workload and to ensure key learning outcomes are still addressed.
Action Taken
Online quizzes were introduced as an alternative to the case study assessment.
Source: SUTE feedback
Feedback
Students perceived the content to be important and relevant, but they were challenged by the unit structure.
Recommendation
It is recommended that the content be retained, but the structure and format of the unit be reviewed to improve clarity and engagement.
Action Taken
In Progress
Source: SUTE feedback Submitted student reflections
Feedback
The interprofessional education (IPE) module was considered highly valuable by students.
Recommendation
It is recommended the IPE module be retained as an integral part of the unit.
Action Taken
In Progress
Source: SUTE feedback Staff experience and reflections
Feedback
The very large portfolio assessment at the end of term was difficult for students to navigate and for educators to mark in a timely manner.
Recommendation
It is recommended that the portfolio assessment be reviewed and revised to reduce assessment and marking burden.
Action Taken
In Progress
Source: SUTE feedback Staff reflections
Feedback
Students required "hands-on" learning to consolidate content.
Recommendation
It is recommended that practical experiences be incorporated into weekly classes, and that the clinical intensives be continued as an important part of the unit.
Action Taken
In Progress
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Identify key cultural, developmental and environmental factors influencing the occupational performance of infants and children
  2. Demonstrate professional and ethical behaviours consistent with a paediatric occupational therapy practiitioner.
  3. Explain and demonstrate the use of allocated evaluation tools for children with specific impairments
  4. Create occupation-focused goals and recommendations for assigned paediatric contexts.
  5. Apply professional reasoning to present evidence-based occupational therapy interventions for paediatric cases.

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 Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Online resource/s •
2 - Online Quiz(zes) • • • •
3 - Portfolio • • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
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 • • • •
Alignment of Assessment Tasks to Graduate Attributes
• Introductory Level
• Intermediate Level
• Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10