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 1 - 2020

Term 1 - 2020 Profile
Bundaberg
Rockhampton
Term 1 - 2021 Profile
Bundaberg
Rockhampton
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 - 2020 : The overall satisfaction for students in the last offering of this course was 4.1 (on a 5 point Likert scale), based on a 53.85% 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
Students reported needing more preparation in class before attending WIL experiences.
Recommendation
It is recommended that a trial will be carried out in 2020 to schedule WIL later in the term and teach information relevant to WIL intensively prior to students commencing WIL.
Action Taken
WIL experiences were scheduled for Weeks 7-10 in 2020; however, they were replaced by WIL simulation sessions on Zoom due to COVID-19. The re-arrangement of some theory content earlier in the term appeared to better prepare students for the WIL simulations sessions. The occupational therapy teaching team will consider whether WIL simulations are more sustainable than external visits in the long term.
Source: Have Your Say Personal communications
Feedback
Students felt their learning was less supported without an academic in class at Bundaberg, although they appreciated the Bundaberg WIL supervisor.
Recommendation
It is recommended that continued efforts will be made to recruit suitable staff for both campus offerings of WIL and tutorials.
Action Taken
A sessional academic was recruited for Bundaberg campus in 2020 so that staff were available on both campuses for the first three weeks of teaching. This sessional support was lost due to COVID-related changes.
Source: Have Your Say
Feedback
Some students reported that their questions were sometimes not answered.
Recommendation
It is recommended that opportunity for students to ask questions in classes will continue to be offered and encouraged. Student Moodle forum posts and emails will be responded to within two working days. Students will be advised that communications sent after usual hours and over the weekend will not be responded to immediately, and may take up to two working days for a response.
Action Taken
Students were given many opportunities to ask questions in class. Unfortunately, some students felt that class discussion in response to questions often redirected the focus away from planned content. It is planned to aim for a balance between content delivery and time for questions. All communication expectations were clearly explained and email/forum responses were made within published timeframes.
Source: Have Your Say
Feedback
Some students commented that they had difficulty understanding Unit assessment pieces.
Recommendation
It is recommended that each assessment piece is clearly explained in class to students in Week 1, and repeated opportunities are provided for students to ask questions about the assessments across the term.
Action Taken
All recommendations were implemented as planned.
Source: Have Your Say
Feedback
Students had difficulty locating Unit resources for learning activities on Moodle and some weblinks were broken.
Recommendation
The Moodle site will be updated for 2020 and plans are in place to utilise the e-Reading list for improving ease of student access to library resources. It is planned to show students where resources are located in the Unit Moodle site in Week 1 classes. Weblinks will be checked and updated prior to term commencing, however the permanent availability of useful external web resources cannot be guaranteed.
Action Taken
All recommendations were implemented as planned.
Source: Have Your Say
Feedback
Feedback for assessments was not provided in time for the next task.
Recommendation
It is recommended that changes to the order, due dates and weighting of assessment tasks occur. These changes have been approved for 2020. The Portfolio will now be the final Assessment, so that there is sufficient time for students to receive feedback from earlier tasks. The published feedback return dates in the Unit Profile will be adhered to.
Action Taken
Changes to the order of Assessment tasks were implemented successfully. Feedback was provided within two weeks for Assessments 1, 3 and 4.
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
Nil.
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
Nil.
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
Nil.
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
Nil.
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
Nil.
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
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