OCCT12003 - Occupational Performance across the Lifespan 1

General Information

Unit Synopsis

This unit will explore the potential contribution of the occupational therapist during childhood and examine occupational performance profiles for children with different conditions. You will learn to apply occupational therapy processes for assessment, goal setting and carrying out interventions with children and be introduced to professional reasoning and evidence based practice in the paediatric context. Your learning will be enhanced through regular work integrated learning visits during the term, during which you will gain practical experience working with children. You will learn how teams work together with children and families to address their needs. Selected issues impacting upon occupational performance from birth to middle childhood will be explored using the International Classification of Functioning, Disability and Health framework, and occupational therapy practice models.

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 2 - 2021

Term 1 - 2022 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. Written Assessment 25%
3. Oral Examination 30%
4. Portfolio 45%

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 - 2021 : The overall satisfaction for students in the last offering of this course was 3.2 (on a 5 point Likert scale), based on a 45.45% 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: Have Your Say
Feedback
Several students commented that resources were not easy to locate on Moodle.
Recommendation
It is recommended that the Moodle site be simplified. A general orientation to the layout and features of the unit Moodle site will be carried out in Week 1. Where possible, Unit resources will be made available from the beginning of term.
Action Taken
The Moodle tiles format was introduced to students in the first Week 1 class, explaining explicitly what was in each tile and where to find information. The majority of handouts were made available at least two weeks before required.
Source: Have Your Say
Feedback
Handouts labelled as per topic name rather than the week of term was confusing.
Recommendation
It is recommended that handouts be renamed to align with the week they are taught as well as the topic name.
Action Taken
The recommendation was fully implemented.
Source: Have Your Say
Feedback
Curriculum content was relevant to future occupational therapy paediatric practice.
Recommendation
It is recommended that teaching staff continue to update curriculum and consult with paediatric clinical educators to ensure unit content assists students to translate knowledge into relevant and evidence informed practice.
Action Taken
Content was updated to include the 2020 AOTA occupational profile template and several recently published sources. A curriculum overview was provided to the CQU paediatric clinic educator for feedback.
Source: Have Your Say Personal communications
Feedback
Timing of feedback return for the WIL plan was two weeks longer than published in the Unit profile.
Recommendation
It is recommended that support from sessional staff be obtained to assist with timely marking. Assessment design for the WIL plan may need revision to streamline marking processes.
Action Taken
A sessional academic staff member to support Bundaberg campus could not be recruited for 2021 however is a high priority for 2022. Feedback return occured within timeframes published in the Unit profile.
Source: Have Your Say Personal communications
Feedback
Students felt there could have been more explanation in class regarding the ISBAR and 5Ps concepts before the IPE sessions.
Recommendation
It is recommended that preparation for the IPE sessions continue to be included in classes and that it be expanded to further support student understanding about the ISBAR format, 5Ps concepts, session agenda, expectations, and discussion points.
Action Taken
The two IPE sessions were scheduled much earlier in the term and students had specific classes to prepare for both.
Source: Have Your Say
Feedback
Students commented that they felt too much time was spent answering student questions that detracted from planned content.
Recommendation
It is recommended that a balance between time for student questions and planned learning activities is included in the structure of classes. It is further recommended that a class teaching and learning contract be negotiated at the beginning of term to address this issue.
Action Taken
Content was revised, and clear expectations for participating in classes was included in the On-Campus classes Moodle tile.
Source: Have Your Say Personal Reflection Student comments
Feedback
Students need teaching support on both campuses.
Recommendation
It is strongly recommended that a specialist paediatric occupational therapist be employed to support Bundaberg campus students.
Action Taken
Nil.
Source: Have Your Say Personal Reflection Student comments
Feedback
Organisation of the hands on sessions with children needs to ensure students are prepared.
Recommendation
It is recommended that changes to the structure and timing of the on-campus sessions with children are made to enable students to be prepared for sessions. More spaces for these sessions may be needed to accommodate the increased cohort size expected for 2022.
Action Taken
Nil.
Source: Have Your Say
Feedback
Organisation of unit and classes needs to allow sufficient time to complete all planned content.
Recommendation
It is recommended that consultation with Learning and Teaching staff occurs to make appropriate changes to unit organisation and reduce number of topics in the curriculum to focus on essential content.
Action Taken
Nil.
Source: Have Your Say
Feedback
The unit contains interesting and useful topics for paediatric practice.
Recommendation
It is recommended that in conjunction with the changes to unit organisation and structure, key topics and learning activities that students enjoyed will be retained.
Action Taken
Nil.
Source: Have Your Say
Feedback
IPE sessions not helpful and students were underprepared
Recommendation
It is recommended that the trial of the online IPE format being undertaken in Term 2 in OCCT12004 be implemented for the 2022 offering of OCCT12003.
Action Taken
Nil.
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. Provide evidence of work integrated learning needs and achievements for paediatric practice
  3. Explain and demonstrate the use of selected assessment tools for children with specific impairments
  4. Write short term occupation-focused goals and recommendations for caregivers to carry out with children
  5. Apply professional reasoning to present evidence-based occupational therapy interventions for paediatric cases.

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 5
1 - Online resource/s
2 - Written Assessment
3 - Oral Examination
4 - 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
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
2 - Written Assessment
3 - Oral Examination
4 - Portfolio
1 - Online resource/s