OCCT12004 - Occupational Performance Across the Lifespan 2

General Information

Unit Synopsis

This unit continues the analysis of the lifespan through an occupational lens. You will build on foundation knowledge of lifespan development to understand the occupational roles of adults from young adulthood to end of life. Selected issues impacting upon occupational performance during these periods of development 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 will be highlighted, and the role of the occupational therapist in the facilitation of occupationally-inclusive interventions will be explored. You will be introduced to professional reasoning and evidence-based practice in the context of working with adults and older people. You will also attend a series of fieldwork sessions, working with older people in the community, which will enhance learning and provide the opportunity to practice application of the occupational therapy process in a real-world situation.

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

Pre-requisites:

OCCT12003

OCCT12006

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 2 - 2021 Profile
Bundaberg
Rockhampton
Term 2 - 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. Presentation 25%
2. Research Assignment 35%
3. Portfolio 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 2 - 2020 : The overall satisfaction for students in the last offering of this course was 4.6 (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" responses Informal student feedback Staff observations and reflections
Feedback
The varied learning formats (including article review, guest lectures, fieldwork, practical workshops, Interprofessional Education sessions) were appreciated by students.
Recommendation
It is recommended the unit continue to provide varied experiences to maintain student interest and engagement.
Action Taken
These were continued in 2020, although in changed format due to COVID-19 restrictions (i.e. online, rather than in-person).
Source: "Have your say" responses Informal student feedback Staff observation and reflection
Feedback
Skills development workshops (groupwork preparation, clinical assessment practice) were highly valued by students.
Recommendation
It is recommended skills development workshops (new in 2019) be retained as part of the unit teaching format.
Action Taken
Intensive fieldwork preparation workshops were conducted in the first four weeks of term, prior to students commencing fieldwork, and a fieldwork debriefing was held in Week 12 at the completion of the fieldwork experience.
Source: "Have your say" responses Informal student feedback Informal feedback from fieldwork sites Staff observations and reflections.
Feedback
Fieldwork was consistently identified as a valuable contribution to learning.
Recommendation
It is recommended fieldwork be continued as an integral component of OCCT12004.
Action Taken
Fieldwork (WIL) was continued in collaboration with Centacare in 2020, but in response to the COVID-19 restrictions, it was converted to a telehealth experience.
Source: "Have your say" responses Informal student feedback Staff observations and reflections
Feedback
Inter-professional Education (IPE) sessions provided a valuable learning experience but with some further refinement and organisation required.
Recommendation
It is recommended IPE sessions undergo review and continue to be included in the OCCT12004 teaching schedule. More in-class preparation time should be allocated.
Action Taken
IPE sessions were held as a completely online experience. More time was devoted to preparation in class prior to the IPE sessions.
Source: "Have your say" responses Informal student feedback Staff observation and reflection
Feedback
Mixed responses to the use of Huddle Spaces for the lectures.
Recommendation
In 2019 the new "Huddle Space" format for lecture delivery was trialed. Lecturer and students identified both positive and negative aspects of the format, but overall it showed potential. It is recommended it be trialed again in 2020.
Action Taken
As a result of the COVID-19 restrictions, campuses were closed in the initial weeks of term and all classes were delivered online. Therefore, the huddle spaces could not be formally used. However, it's notable that once students were able to visit the library, a number used the huddle spaces informally to attend class.
Source: "Have your say" responses Informal student feedback Staff observations
Feedback
Some uncertainty about assessment requirements.
Recommendation
It is recommended all assessment task sheets and rubrics be reviewed in 2020.
Action Taken
As is done at the beginning of each term, the assessments were reviewed and checked by other academics.
Source: "Have your say" feedback items, informal student feedback, staff observations, direct feedback from CenatacareCQ staff and clients.
Feedback
Despite the necessary conversion to telehealth, the WIL experience was still valued highly by students and the external organisation (CentacareCQ). However, students and clients expressed a desire for face to face contact.
Recommendation
It is recommended that the WIL experience be continued, with a return to face-to-face contact if COVID-19 conditions allow it.
Action Taken
Nil.
Source: "Have your say" feedback items; informal student feedback.
Feedback
Students were particularly appreciative of the opportunity to conduct clinical assessments on clients during the WIL component.
Recommendation
It is recommended that the requirement to conduct clinical assessments on clients be retained as a component of the WIL experience.
Action Taken
Nil.
Source: "Have your say" feedback items, informal student feedback, staff observations.
Feedback
Students found the inter-professional education (IPE) sessions to be a valuable learning experience. However, some noted that exposure to more occupational therapy assessments would prepare them better for the simulated case conferences. There were also suggestions that more disciplines (in addition to occupational therapy, speech pathology & clinical psychology) could be included in these sessions.
Recommendation
It is recommended that the IPE sessions remain a core component of the unit, and that further attention is paid to inclusion of more clinical assessments in class content. This would be feasible in the skills workshops. It is also recommended that other disciplines be approached for inclusion in the IPE sessions.
Action Taken
Nil.
Source: "Have your say" feedback items, informal student feedback, staff observations.
Feedback
The variety of teaching formats retained interested and contributed to learning.
Recommendation
It is recommended that guest lectures, skills workshops, and article reviews be retained in addition to lecture and WIL content to provide students with a varied learning experience.
Action Taken
Nil.
Source: "Have your say" feedback items
Feedback
Some students had some trouble interpreting the portfolio rubric.
Recommendation
It is recommended that, after reviewing the assessment piece and rubric, more time is spent with students at the beginning of term to ensure that all understand what is required of them in each assessment item.
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 from early adulthood to older age and end of life.
  2. Analyse the implications for selected impairments commonly seen by occupational therapists in terms of activity limitations and participation in society.
  3. Select appropriate assessment tools to understand the impact of impairment on occupational performance and identify how the occupational therapist might intervene.
  4. Set client-centred goals based on information obtained from clients and their significant others.
  5. Plan an evidence-based intervention with appropriate clinical justification for a person from young adulthood through to older age.
  6. Describe the occupational therapist role in promoting occupationally inclusive opportunities for people across the lifespan.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Presentation
2 - Research Assignment
3 - Portfolio
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
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 - Presentation
2 - Research Assignment
3 - Portfolio