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OCCT12003 - Occupational Performance across the Lifespan 1

General Information

Unit Synopsis

This course will assist students to understand the occupational roles of children and young adults. Selected issues impacting upon occupational performance from birth through to young adulthood will be explored using an overarching health framework (International Classification of Functioning, Disability and Health, also known as ICF) and occupational therapy practice models. The potential contribution of the occupational therapist during each phase of development will be highlighted. Learning will be enhanced through working with children in a range of settings and gaining practice in application of the occupational therapy (OT) process (10 weekly fieldwork visits). The occupational therapist’s role in facilitation of occupationally-inclusive interventions will be explored and students will be introduced to clinical reasoning and evidence-based practice in the context of working with children and young people.

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

 

ALLH11005

Anatomy & Physiology for Health Professionals 1 - and

MEDI11004

Professional Practice - and

HLTH11029

Health Promotion Concepts - and

PSYC11009

Social Foundations of Psychology

 

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 - 2014

Term 1 - 2017 Profile
Bundaberg
Rockhampton
Term 1 - 2018 Profile
Bundaberg
Rockhampton
Term 1 - 2019 Profile
Bundaberg
Rockhampton
Term 1 - 2020 Profile
Bundaberg
Rockhampton
Term 1 - 2021 Profile
Bundaberg
Rockhampton
Term 1 - 2022 Profile
Bundaberg
Rockhampton
Term 1 - 2023 Profile
Bundaberg
Rockhampton
Term 1 - 2024 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. Presentation 25%
2. Written Assessment 35%
3. Examination 40%

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
Nil.
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
Nil.
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
Nil.
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
Nil.
Unit learning Outcomes

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

  1. Analyse the cultural and developmental expectations and relevant environmental supports and barriers related to occupational performance across the lifespan from birth to young adulthood.
  2. Describe of range of occupations enacted by children and young people within this geographical region.
  3. Analyse short term and long term implications for selected impairments commonly seen by occupational therapists in terms of activity limitations and participation in wider society.
  4. Select appropriate tools to assess the impact of impairment on occupational performance.
  5. Set client-centred goals based on assessment results and information obtained from client and their significant others.
  6. Plan an evidence-based intervention for a case-study from birth to young adulthood.
  7. Use clinical reasoning during the problem solving processes of the intervention.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - Presentation
2 - Written Assessment
3 - Examination
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
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 10
1 - Presentation
2 - Written Assessment
3 - Examination