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 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 - 2019

Term 2 - 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. 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 - 2018 : The overall satisfaction for students in the last offering of this course was 3.8 (on a 5 point Likert scale), based on a 72.22% 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 Informal student feedback Staff reflection and discussion
Feedback
A coordinated and supportive teaching team with presence on both campuses facilitated learning.
Recommendation
Access to a staff member “in the room” on both campuses was greatly appreciated by the students, and was particularly essential during the interactive tutorials that are a component of this unit. This teaching team format should continue.
Action Taken
Teaching staff were present on each campus during weekly workshop sessions.
Source: Have Your Say Informal student feedback
Feedback
The use of guest speakers enhanced unit content and engaged students.
Recommendation
Guest speakers will continue to form an integral component to this unit as a means of extending and contextualising content.
Action Taken
Guest speakers were engaged for an expanded range of topics.
Source: Have Your Say Informal student feedback Staff observations
Feedback
In-class discussions, paper reviews and clinical assessment practice were valuable for learning and enjoyed by the students.
Recommendation
These activities will remain an integral part of the unit.
Action Taken
These activities remained an integral component of the workshops.
Source: Have Your Say Informal student feedback Staff observations
Feedback
In response to feedback from 2016, on-campus classes were split into two, 2-hour sessions held on different days. This format worked very well for both students and instructors.
Recommendation
This timetabling arrangement (2 x 2hr classes) should continue into 2018.
Action Taken
This class structure remained and continued to work well.
Source: Have Your Say Informal student feedback Staff observations Discussions with staff from partner organisation
Feedback
Fieldwork continued to be highly valued
Recommendation
Fieldwork will continue in its current format in 2018.
Action Taken
Fieldwork successfully continued in the same format.
Source: Have Your Say Informal student feedback Staff reflection and discussion
Feedback
Timing of assessments clashed with other units and did not allow sufficient time for feedback between the last two assessment tasks.
Recommendation
Timing of assessment due dates is currently under review in consultation with other occupational therapy staff members in order to minimise the number of assessments due simultaneously for different units, and to more evenly space the due dates for the OCCT12004 assessment tasks.
Action Taken
Timing of assessment due dates was altered to better articulate with OCCT12006 due dates; however, student feedback suggests this would benefit from further adjustment.
Source: "Have your say" Informal student feedback Feedback from fieldwork staff Staff observations
Feedback
Fieldwork, guest speakers, and article reviews were all highly regarded and contributed to student development.
Recommendation
Recommend that fieldwork, specialist guest lectures, and "journal club" style article reviews continue as integral components of the unit.
Action Taken
Nil.
Source: "Have your say" Informal student feedback Staff reflection
Feedback
Mixed response to lecture content; more linkage to occupational therapy practice required. Mixed response to use of videos in lectures -- enjoyed by some students and not by others.
Recommendation
Recommend that lecture content and supporting materials such as videos are more explicitly linked to occupational therapy practice.
Action Taken
Nil.
Source: "Have your say" Staff reflection
Feedback
Assessment #2 task instructions somewhat unclear and due date would work better for students and teaching staff earlier in the term.
Recommendation
Recommend review of Assessment #2 to ensure clarity of instructions and a due date that prevents students having multiple assessments due at the same time.
Action Taken
Nil.
Source: "Have your say" Staff reflection
Feedback
Assessments need to be returned more quickly
Recommendation
Recommend attention is focused on ensuring timely return of assessment items. This can be facilitated by adjusting the due date of Assessment #2.
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