OCCT13002 - Enabling Strategies in Neurological Rehabilitation

General Information

Unit Synopsis

In this unit you will learn how to work with clients who experience neuromuscular, sensory, cognitive and perceptual impairments as a result of a wide variety of neurological problems. Using the occupational therapy practice process you will gather information about the lived experience of people with these conditions and explore the evidence based literature in order to investigate best practice for collaborative goal-setting, intervention planning, service delivery and evaluation. You will extend your knowledge of the aetiology, pathology, and prognosis of various neurological conditions experienced by occupational therapy clients across the lifespan and from acute care settings through to the community. A series of case studies including presentations from real clients will be used to scaffold your learning and you will be required to analyse and select appropriate contemporary occupational therapy practice models to guide your response to these complex case studies.

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

BMSC 12007 Neurological Physiology and Measurement and

OCCT 12004 Occupational Performance across the Lifespan 2 and

ALLH 12006 Evidence-based Practice.


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 - 2023

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 20%
2. In-class Test(s) 40%
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 1 - 2022 : The overall satisfaction for students in the last offering of this course was 83.33% (`Agree` and `Strongly Agree` responses), based on a 52.17% 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 found the content interesting and enjoyed the interactive and practical experiences that were offered and the lived experiences of guest lecturers.
Recommendation
It is recommended that guests with lived experiences and opportunities to apply new knowledge is retained in this unit.
Action Taken
Retained and increased. Students were provided with 5 x sessions with an client tutor, 4 of these included tutors with lived experiences attending each campus simultaneously (each session was run independently between campus', recorded, and uploaded to Moodle for student viewing/review). Session 5 was implemented with a single client for 2 hours across campus'. Again the session was recorded and uploaded to Moodle for student viewing/review.
Source: Have Your Say
Feedback
Students really valued the glossary of terms that was provided.
Recommendation
It is recommended that this glossary be retained and continue to develop over future years.
Action Taken
The glossary was extended and made available as a resource on Moodle.
Source: Have your say
Feedback
Assessment pieces need to be reviewed due to inconsistencies between lecturers and across documents.
Recommendation
It is recommended that staff review the assessments and obtain support from the DDLT office (e.g., Helen Keen-Dyer) for these prior to the next unit offering.
Action Taken
Assessment task descriptions and rubrics were reviewed and redeveloped to suit the Unit Update Proposal summitted and accepted 2021. New task descriptions and rubrics were uploaded to Moodle for 2022.
Source: Have your say
Feedback
Students felt that the weekly allocated readings where not achievable being, at times, 70 to 90 pages.
Recommendation
It is recommended that the content continue to be reviewed and resources/reading revised accordingly.
Action Taken
Readings were reviewed and separated into one of 2 categories, that is, 'Required' and 'Recommended', with only the first category being mandatory for completion. Students could then choose independently whether or not to read the recommended readings as well.
Source: Have your say; Lecturer reflection
Feedback
Students recommended that an exam be considered as the final assessment piece.
Recommendation
Based on student exam feedback and reflection during semester, a Unit Update Proposal adding an exam to this unit has already been approved for 2022.
Action Taken
Unit Update Proposal submitted and accepted for implementation in 2022. In-Class Test introduced as second assessment piece in 2022.
Source: Informal Student Feedback, Student Feedback (SUTE Unit Comments), Educator Observations
Feedback
Students thought that access to client tutors assisted in consolidating their knowledge of neurological conditions, understanding and application of clinical assessment tools and treatment strategies, and insight into the 'lived experience' of a neurological condition. Educator observation supports this statement.
Recommendation
It is recommended that client tutors continue to be included as part of the learning experience of the unit.
Action Taken
Nil.
Source: Student Feedback (SUTE Unit Comments)
Feedback
Students indicated they found it challenging to keep on top of the high content volume.
Recommendation
It is recommended that lecture content is reviewed, and that the students are supported to: . develop strategies to manage the workload, and . link theory to practice (by using client tutors) to help consolidate learning.
Action Taken
Nil.
Source: Student Feedback (SUTE Unit Comments)
Feedback
Students thought the In-Class Test was a good way to be 'forced' to learn unit content. They appreciated timetabling the exam at the commencement of a session, rather than towards the close of a session.
Recommendation
It is recommended that an In-Class Test be retained as an assessment component for the unit. It is also recommended that the timetabling for same remain at the commencement of a session.
Action Taken
Nil.
Source: Student Feedback (SUTE Unit Comments)
Feedback
Students thought Assessment 3 was too large to be an individual assessment task.
Recommendation
It is recommended that Assessment 3 be reviewed and modified in order to include both individual and small group tasks.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Describe and demonstrate how a broad range of contemporary health theories and occupational therapy theories in particular, can be used to structure and guide occupational therapy neurological rehabilitation programs.
  2. Discuss how a variety of congenital and acquired neurological problems give rise to clients experiencing a range of impairments, activity limitations and participation restrictions that can be addressed through an occupational therapy neurological rehabilitation program.
  3. Articulate the varying roles, assessment and intervention priorities across a range of intervention contexts for clients with neurological dysfunction.
  4. Critically appraise the efficacy of current treatments, specific interventions and clinical practice guidelines commonly used in neurological rehabilitation providing evidence of this from the literature.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment • • •
2 - In-class Test(s) • •
3 - Portfolio • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4
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 - In-class Test(s) • • • • •
3 - Portfolio • • • • • • • •