OCCT12006 - Understanding the Environment

General Information

Unit Synopsis

This unit introduces you to the fundamental importance of the environment and its influence on occupational participation. You will use your foundation knowledge of occupational therapy ecological models to understand the role of the physical, social, cultural and temporal environment in occupational performance. You will study the theories and evidence-based practice behind the provision of environmental modifications and the application of the occupational therapy process in assessing, prescribing and evaluating environmental modifications. By participating in practical learning experiences, you will examine contemporary occupational therapy practice in this field.

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 prerequisites:

OCCT11002  Introduction to Occupational Therapy

OCCT11001 Activity and Occupation

ALLH12007 or ALLH11009 Research Methods for Health Professionals

ALLH1005 Anatomy & Physiology 1 or BMSC11007 Medical Anatomy & Physiology 1

ALLH11004 Anatomy & Physiology 2 or BMSC11008 Medical Anatomy & Physiology 2




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 - 2022

Term 1 - 2023 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 40%
2. Practical Assessment 20%
3. Written Assessment 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 - 2022 : The overall satisfaction for students in the last offering of this course was 84.62% (`Agree` and `Strongly Agree` responses), based on a 43.33% 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
Some Bundaberg students noted that the design of the hand therapy workshops/tutorials in the weeks leading up to the orthosis assessment have the potential to advantage the Rockhampton students because of the highly practical nature of the tasks and the hand therapist sessional teacher being based on the Rockhampton campus.
Recommendation
It is recommended that measures are in place to ensure the hand therapy and orthosis fabrication workshops provide students on each campus with the same quality of learning experience. Such a highly-practical and technical skill set needs to have a standardised approach to teaching and that really should be in person in order to optimise student growth and learning. Options will be explored including offering intensives prior to assessment on each campus.
Action Taken
The unit was redesigned from the 2021 offering and included intensive practice with the hand therapist prior to the orthosis fabrication assessment.
Source: Have Your Say.
Feedback
A few students identified that they would prefer the unit content associated with an assessment piece be taught immediately prior to the assessment piece, particularly the orthosis fabrication and the powered wheelchair assessment and prescription.
Recommendation
It is recommended that the flow of content receive a minor adjustment to fall in line better with the timing of assessment pieces; an aim that could be supported by including the 'intensive' option for orthosis fabrication.
Action Taken
The flow of content received the recommended minor adjustment to coincide directly with the relevant assessment piece.
Source: Have Your Say.
Feedback
Students appreciated the unit overall, its format, the opportunity to consolidate theory from the lectures with weekly hands-on practical opportunities, visits to industry suppliers and the detailed feedback on assessments directed towards improving future clinical practice techniques.
Recommendation
It is recommended that in order to continue providing the quality of learning experiences in OCCT12006, a staff member be available on each campus for the hands-on practical and technical components of learning in this unit (the four-hour workshops).
Action Taken
The four-hour workshops were staffed on a weekly basis by the sessional staff member who has been supporting the BDG-based unit coordinator in this unit since 2019.
Source: In class direct feedback from students
Feedback
Weekly feedback was provided by the Rockhampton students (at the far end) in class about the technology equipment and ISL difficulties that they experienced during lectures. These included but were not limited to: the ISL camera rebooting in the BDG 1.G.17 classroom to focus on the rear wall of the lecture room and not the lecturer; being unable to hear the lecturer clearly when they were using the lapel microphone because the room microphones were giving feedback; and being unable to hear contributions and comments from the BDG students because the portable microphone fobs were absent from the classroom. Bundaberg students experienced separate issues with the teaching equipment such as the HDMI cables falling out of the laptop and disconnecting their presentations during assessments, due to the surface area of the lectern being insufficient to hold the laptop and all connections.
Recommendation
It is recommended that the unit coordinator and occupational therapy team communicate with Head of College and Dean about the technology issues impacting teaching that remain currently unresolved by Teaching Technology and IT.  
Action Taken
Nil.
Source: T1 2022 SUTE Teacher Evaluations
Feedback
The T1 2022 SUTE Teacher Evaluations indicated that the majority of students who responded selected the Above Average rating for the teaching team. Of particular note is the positive feedback about connecting the content to real-world applications, encouraging students to interact, providing valuable feedback and providing clear and knowledgeable explanations.
Recommendation
It is recommended that the unit structure, content, and assessment pieces be maintained for T1 2023, with minor updates.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Describe the role of the environment in understanding occupational performance
  2. Apply professional reasoning skills in the selection of environmental modifications for a variety of client presentations across the lifespan
  3. Develop intervention plans for clients presenting with a range of conditions that may require environmental intervention strategies based on contemporary evidence from the literature
  4. Design and construct a non-commercially available assistive device for a client with specific requirements
  5. Utilise web-based and other product information sources to ensure contemporary knowledge of the field of environmental modifications, rehabilitation appliances, daily living aids and assistive technology.


Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Presentation
2 - Practical Assessment
3 - Written Assessment
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 10
1 - Presentation
2 - Practical Assessment
3 - Written Assessment