OCCT12003 - Occupational Performance across the Lifespan 1

General Information

Unit Synopsis

This unit will assist you to understand the potential contribution of the occupational therapist during each phase of childhood development. Occupational performance profiles for children with different conditions will be explored. You will learn to apply occupational therapy processes for assessment, goal setting and carrying out occupationally inclusive interventions with children. You will be introduced to professional reasoning and evidence-based practice in the paediatric context. Your learning will be enhanced through regular fieldwork visits during the term. You will gain practical experience working with children during the fieldwork. You will share classes and fieldwork experiences with students from speech pathology. You will develop your understanding of how allied health teams work together with children and families to address their needs. Selected issues impacting upon occupational performance from birth through to early adolescence 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 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

ALLH11005

ALLH11006

ALLH12007


Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2019

Term 1 - 2019 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. Written Assessment 20%
2. Portfolio 45%
3. Oral Examination 35%

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 Procedures for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 1 - 2018 : The overall satisfaction for students in the last offering of this course was 4 (on a 5 point Likert scale), based on a 44.44% 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 Teaching staff reflection Discussion with SPCH12004 coordinator
Feedback
Timing and weighting of unit assessments could better align with student effort required and as an outcome of shared fieldwork experience with speech pathology students.
Recommendation
A formal Change Unit Proposal will be made to address Assessment Type and weighting in time for 2018.
Action Taken
Some changes appear to have been made from previous years and, as a general rule, assessments seemed to work well.
Source: Have Your Say
Feedback
Readings were too lengthy and very similar to class content.
Recommendation
Readings will be reviewed for specificity of content required or clearly labelled if a prescribed or optional reading.
Action Taken
Readings were clearly labelled and appropriate to both class content and related assessment pieces.
Source: Have Your Say
Feedback
More time spent in class discussing Unit assessments.
Recommendation
Assessment Task instructions will be reviewed and revised for clarity. More practice time with paediatric tools will be allocated. A suggested breakdown of the 150 hours allocated to study in this unit will continue to be provided and discussed with students.
Action Taken
Assessment task instructions were reviewed and time in class was allocated to using the paediatric tools, although this was impacted negatively by the lack of experience of the unit and the assessment tools by the acting unit co-ordinator. This is a worthwhile goal to persist with.
Source: Have Your Say Personal communications
Feedback
Students valued the fieldwork experiences for their development of "hands on" skills with children.
Recommendation
Continue fieldwork as an authentic learning opportunity for students. Students will be made aware of the time demands of embedded fieldwork.
Action Taken
Fieldwork was continued and students were aware of the time demands of this fieldwork.
Source: Have Your Say
Feedback
Classes were too long.
Recommendation
The time allowed for classes was increased in 2017 due to previous student feedback that classes were too short to cover all content. Breaks will continue to be built into classes over 2 hours. It may not be possible to schedule shorter shared OCCT12003 and SPCH12004 classes on different days due to timetabling complexities.
Action Taken
Two-hour class times were allocated and seemed appropriate for the tasks required. Shared speech and OT classes were scheduled on a different day.
Source: Have Your Say Unit Evaluation
Feedback
Some students found it challenging to get SPCH students to provide required input on assessment items to meet assignment requirements.
Recommendation
OCCT faculty will collaborate with speech pathology faculty to resolve the issue.
Action Taken
Nil.
Source: Have Your Say Unit Evaluation
Feedback
Students requested clarification about the ISBAR (Identify, Situation, Background, Assessment and Recommendation) information reporting process, and more information on interventions and strategies, be provided before the inter-professional meetings.
Recommendation
The interprofessional component of this unit requires additional planning and development by the combined lecturers, with added profession-specific preparation by OCCT faculty of the OT students for their inter-professional meetings.
Action Taken
Nil.
Source: Have Your Say Unit Evaluation
Feedback
Students requested more explanation and physical demonstration of the assessments covered in the unit.
Recommendation
Each assessment should be demonstrated in class and students provided with an opportunity to engage in "testing" situations with each other.
Action Taken
Nil.
Source: Have Your Say Unit Evaluation
Feedback
Students requested clear instructions at the beginning of the unit about all assessment pieces.
Recommendation
Dedicate time in the first lecture to explain and describe all assessment pieces. Ensure that all written documents/rubrics relating to assessments are clear and consistent.
Action Taken
Nil.
Source: Have Your Say Unit Evaluation
Feedback
Students enjoyed and valued the practical experiences in local primary schools.
Recommendation
Continue with the school visit-related professional education component of the unit.
Action Taken
Nil.
Source: Have Your Say Unit Evaluation
Feedback
Students felt the assessments were very helpful in consolidating learning.
Recommendation
Continue with the assessments, and particularly the oral viva end-of-term assessment.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Describe and analyse cultural, developmental and environmental factors influencing the occupational performance of children and adolescents
  2. Use fieldwork observations of a child to prepare and implement an interprofessional activity plan, including a case summary report
  3. Explore and explain the use of a selected range of assessment tools for children with specific impairments
  4. Write occupation focused goals for intervention planning with children and their caregivers
  5. Use professional reasoning to present evidence-based occupational therapy interventions for a paediatric case study.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment
2 - Portfolio
3 - Oral Examination
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
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
1 - Written Assessment
2 - Portfolio
3 - Oral Examination