OCCT13001 - Enabling Work Participation

General Information

Unit Synopsis

In this unit, you will explore the role of occupational therapy in assisting clients to engage in work, considering historical perspectives as well as contemporary legislative and professional frameworks that guide practice. Building on your emerging task analysis skills, you will identify enablers and barriers to work participation, for use in creating appropriate client-centred goals. You will engage in simulations using occupational therapy tools to evaluate work environments and clients’ functional capacity for work. Learning activities provide you with the opportunity to develop case management and return to work plans for clients with a range of physical and psychosocial conditions.

Details

Level Undergraduate
Unit Level 3
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

The following unit is an essential co-requisite:

OCCT13007

Successful completion of the following units as essential pre-requisites:

OCCT12002

OCCT12004

OCCT12006

BMSC12007

HLTH12028


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 1 - 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. Written Assessment 35%
3. Case Study 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 - 2020 : The overall satisfaction for students in the last offering of this course was 2.3 (on a 5 point Likert scale), based on a 39.13% 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
Students commented that although most were happy with the timing and spread of assessment due dates and curriculum content, doing the practice cases slightly earlier would give more time to implement learning into their assessments.
Recommendation
Organisation of content in the term and alignment with assessment due dates will be scheduled to allow for timely practice and consolidation of in class learning.
Action Taken
Unit content was reorganised to align better with due dates; however, the Easter public holiday and coordination of assessments with other Year 3 OCCT units continues to influence the due dates set for this unit.
Source: Have Your Say Personal communications
Feedback
Students appreciated the experience and teaching style of both academic staff. Students reported they felt well supported by having a staff member at each campus.
Recommendation
Continue to advocate for both campus locations to have equitable access to in-class support from appropriately experienced staff where possible.
Action Taken
An experienced sessional academic continued to support students at BDG and then via Zoom.
Source: Have Your Say Personal communications
Feedback
Some students found the synchronous use of ECHO360 ALP useful, others noted that it "reduced the flow of class discussion."
Recommendation
Continue to explore the most appropriate use of the Echo360 ALP software and the best ways to use it to foster student discussion, engagement and inclusion.
Action Taken
The ECHO360 ALP platform was not utilised in 2020; however, Zoom breakout groups were used successfully to promote smaller group discussions.
Source: Have Your Say Personal communications Discussions with Head of CB84 Course Professor Pamela Meredith
Feedback
Assessment tasks 2 and 3 were "confusing and unclear."
Recommendation
It is recommended that task requirements for Assessments 2 and 3 be further revised to make instructions and marking scheme for the next offering clearer and better aligned with intermediate level graduate attributes.
Action Taken
Nil.
Source: Have Your Say
Feedback
Some teaching content not clearly related to assessment requirements.
Recommendation
It is recommended that unit content be reviewed to ensure a clear focus on what is required to meet unit learning outcomes and the related assessments. Students should also be explicitly instructed about the relevance of unit content to revised assessment tasks.
Action Taken
Nil.
Source: Have Your Say
Feedback
Lecturer was supportive of students in class and took time to explain concepts enuring understanding.
Recommendation
It is recommended that the teaching team for this unit remain the same in future offerings. The experienced vocational rehabilitation sessional staff member who has co-taught OCCT13001 for the past three years has indicated her willingness to continue supporting students in this unit, pending her availability.
Action Taken
Nil.
Source: Have Your Say ratings Personal emails from students
Feedback
Delays in return of feedback for assessment tasks.
Recommendation
It is recommended that strategies be implemented to streamline marking to decrease the time required while addressing student expectations for relevant feedback. This can include considering options for formative and summative self and peer marking, reducing the number of marking criteria for each task, and converting individual report writing to group tasks with an individual component.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Describe occupational therapy roles for enabling work participation
  2. Use selected occupational therapy assessment tools to identify barriers to work participation
  3. Synthesise information from clients and stakeholders to set appropriate work participation goals
  4. Develop work-based interventions using contemporary evidence and clearly communicated professional reasoning
  5. Integrate principles from the legislation and occupational justice when planning inclusive occupational therapy interventions that promote work participation.

OCCT13001 learning outcomes link directly to the following professional standards from the Australian Occupational Therapy Competency Standards (2018):

  1. Professionalism: Standards 1.2, 1.3, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.13, 1.15, 1.17
  2. Knowledge and Learning: Standards 2.1, 2.2, 2.3, 2.5, 2.6, 2.8
  3. Occupational Therapy Process and Practice: Standards 3.1, 3.2, 3.3, 3.4, 3.7, 3.8
  4. Communication: Standards 4.1, 4.2, 4.4, 4.5, 4.10, 4.11

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Presentation
2 - Written Assessment
3 - Case Study
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
1 - Presentation
2 - Written Assessment
3 - Case Study