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 - 2024

Term 2 - 2024 Profile
Bundaberg
Rockhampton
Term 2 - 2025 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 - 2023 : The overall satisfaction for students in the last offering of this course was 100.00% (`Agree` and `Strongly Agree` responses), based on a 39.47% 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: SUTE, informal student feedback, educator observation, guest lecturer feedback
Feedback
The guest speakers provided exposure to varied contexts, with the experience highly valued by students and lecturers.
Recommendation
It is recommended that guest lecturers continue to be sourced as possible and that further specialist presenters be sought for other topics as appropriate and available.
Action Taken
Guest presenters were retained and additional presenters were included.
Source: SUTE, informal student feedback
Feedback
Students reported that the content was highly relevant and that the clinical skills developed will support future professional practice.
Recommendation
It is recommended that unit topics remain the same for 2023, but with updated and expanded content to ensure ongoing relevancy of learning materials to current clinical practice.
Action Taken
Topics remained the same but a more context relevant (Australia and New Zealand Edition) and updated (post COVID-19 publication) textbook was introduced.
Source: SUTE feedback, informal student feedback
Feedback
A small number of students had difficulty interpreting the task description and rubric for the portfolio assessment but felt that the overview provided in-class helped to provide clarity for what was expected.
Recommendation
It is recommended that the unit coordinator review the portfolio task description and rubric for clarity, and that they continue to provide an overview in-class to encourage student understanding of expectations.
Action Taken
The task description and rubric were reviewed and altered for improved clarity. An in-class overview occurred.
Source: SUTE responses, informal student feedback, staff observation
Feedback
Work Integrated Learning (WIL) was identified as an enjoyable and valuable learning experience. However, a review of falls prevention and manual handling processes before WIL would benefit students throughout their WIL experience.
Recommendation
It is recommended that a refresher session of falls prevention and manual handling be included in the WIL preparatory workshops.
Action Taken
In Progress
Source: SUTE responses, informal student feedback, staff observation
Feedback
Students stated that the assessment tasks were appropriate and easy to understand, though some students felt that more guidance would have been beneficial with respect to the additional required documentation as part of the professional practice portfolio assessment.
Recommendation
It is recommended that a template be provided to students to ensure all necessary documents are submitted in their professional practice portfolio.
Action Taken
In Progress
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 10
1 - Presentation • • • • • • • •
2 - Research Assignment • • • • • •
3 - Portfolio • • • • • •