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OCCT12006 - Understanding the Environment

General Information

Unit Synopsis

This course introduces students to the fundamental importance of the environment and its influence on occupational performance. Providing assistive technology (AT) to improve a person’s functional ability is a core component of occupational therapy practice. This course provides the theory behind AT provision as well as an opportunity for a hands-on approach to learning about various AT from low through to high technology. Students will learn about the various approaches used by the profession during environmental and AT assessment, selection and training using the Canadian Model of Occupational Performance and Engagement (CMOP-E) and the occupational therapy process as guiding frameworks.

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

 

OCCT 12XXX

Occupational Therapy: Therapy and Practice and

Prerequisite

OCCT 12XXX

Occupational Justice: Local and Global and

Prerequisite

OCCT 12XXX

Functional Anatomy for Occupational Therapy and

Prerequisite

OCCT 12XXX

Occupational Performance across the Lifespan 1

Prerequisite

 

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 1 - 2010

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. Written Assessment 50%
2. Presentation 25%
3. Practical Assessment 25%

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 75.00% (`Agree` and `Strongly Agree` responses), based on a 38.10% 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: 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
Meetings were held between the Head of College and TASAC with attempts made by TASAC to improve technology access and ISL connectivity. However, a number of technology and ISL connectivity issues remain.
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
Assessment pieces, unit structure and content were maintained with minor updates for Term 1, 2023.
Source: In-class student feedback, Term 1 2023 SUTE feedback, & unit coordinator reflection.
Feedback
For some assignment tasks, students would have benefited from more time between content delivery and assessment due dates.
Recommendation
It is recommended that the unit schedule be reviewed to allow for increased duration between delivery of content and assessment due dates.
Action Taken
Nil.
Source: In-class student feedback, assessment task student reflections, and unit coordinator reflection.
Feedback
There was positive feedback for the newly introduced mentoring relationship between the 2nd and 4th year occupational therapy students.
Recommendation
It is recommended that the mentoring component of the unit be retained.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Describe the current assistive technology provision models.
  2. Describe the assistive technology provision process.
  3. Design basic home modifications.
  4. Use sound clinical reasoning in the selection of assistive technology for a variety of clientele across the lifespan.
  5. Prescribe and justify for various clientele available assistive technology.
  6. Design and construct a non-commercially available assistive technology for a client with specific requirements.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Written Assessment • • • • •
2 - Presentation • • • • • •
3 - Practical Assessment • • •
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 - Written Assessment • • • • • • •
2 - Presentation • • • • • • • •
3 - Practical Assessment • • • •