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

Prerequisites:

  1. BMSC 12007 Neurological Physiology and Measurement and
  2. OCCT 12004 Occupational Performance across the Lifespan 2 and
  3. OCCT 12002 Occupational Justice:  Local and Global and
  4. 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 1 - 2025

Term 1 - 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. Written Assessment 20%
2. Online Quiz(zes) 40%
3. Objective Structured Clinical Examinations (OSCEs) 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 - 2024 : The overall satisfaction for students in the last offering of this course was 84.21% (`Agree` and `Strongly Agree` responses), based on a 46.34% 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 student feedback, Term 1 2023 SUTE feedback, and unit coordinator and sessional educator reflection.
Feedback
The majority of feedback around the inclusion of an examination as part of the assessment schedule was positive (e.g., "the content included in the exam was highly relevant"; "the exam forced me to review my learning and understanding"; and "studying for the exam reinforced my knowledge and retainment of information"). However, there was general consensus amongst students that an in-class test created additional stress as it was a less familiar assessment format for them.
Recommendation
It is recommended that an examination be retained an an assessment task for Term 1 2024, but that it be converted to an In-Class Online Quiz(es) in format which is more familiar to the students.
Action Taken
The In-Class Test was converted to an In-Class Online Quiz.
Source: Informal student feedback, Term 1 2023 SUTE feedback, and unit coordinator observation and reflection.
Feedback
Students expressed positive feedback in relation to Assessment 3 including a paired component, and also related to the introduction of 'mini due dates' as a way to break the task down into manageable sized components and known timeframes which helped to keep pairs on track even when individual approaches to assignment completion differed between pairs.
Recommendation
It is recommended that the 'mini due by dates' strategy for managing Assessment 3 be retained for Term 1 2024.
Action Taken
It was unnecessary to continue the 'mini due dates' strategy as the task for Assessment 3 (Portfolio in 2022 and 2023) was converted to an OSCE (2024).
Source: Informal Student Feedback, Student Feedback (SUTE Unit Comments), Educator Observations
Feedback
Students reported difficulty with, and feeling overwhelmed by, the need to learn and retain nine weeks of content in preparation for the In-Class Online Quiz.
Recommendation
It is recommended that the In-Class Online Quiz be divided into two separate halves, with the first half being implemented earlier in term and the second half being implemented in Week 10.
Action Taken
In Progress
Source: Informal Student Feedback, Student Feedback (SUTE Unit Comments), Educator Observations
Feedback
Bundaberg students reported additional difficulties with learning cross-campus/over Zoom without the presence of an educator in the room.
Recommendation
It is recommended that the occupational therapy team continue to source an available and suitable sessional educator for the Bundaberg campus. If this is unachievable again in 2025, it is recommended that the unit coordinator explore alternating teaching presence between campuses.
Action Taken
In Progress
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 - Online Quiz(zes) • •
3 - Objective Structured Clinical Examinations (OSCEs) • • •
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 • • •
10 - Aboriginal and Torres Strait Islander Cultures • • •
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