OCCT13002 - Enabling Strategies in Neurological Rehabilitation

General Information

Unit Synopsis

In this unit students 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 they 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. Students will extend their 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 students’ learning and they will be required to analyse and select appropriate contemporary occupational therapy practice models to guide their response to these complex case studies.

Details

Level Undergraduate
Unit Level 3
Credit Points 6
Student Contribution 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 12007 Research Methods for Therapy and

ALLH 12006 Evidence-based Practice and

OCCT 12006 Understanding the Environment.

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2019

Term 1 - 2019 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. Portfolio 30%
3. Group Work 50%

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 Procedures for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 1 - 2018 : The overall satisfaction for students in the last offering of this course was 2.6 (on a 5 point Likert scale), based on a 53.33% 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
A small number of library links for resources broke during the term.
Recommendation
Discuss links with librarians at the start of term and determine if there are any strategies to avoid these breaks. UC to check all links across the term. Ask students to report immediately if a link is found to be broken so it can be fixed (rather than waiting to report it in the class a week later).
Action Taken
Following discussions in our teaching team, a decision was made early in 2018 to reduce or remove, where possible, library links for students in years 3 and 4. The rationale was that students need to be able to locate resources independently. As many students did not seem able to access the library and the readings and resources in 2018, and students did not report they had difficulties till the end of term, a class will be included at the start of term in future on accessing resources, and ensuring all students have library searching skills.
Source: Have your say
Feedback
Students placed great value on the participation of the 5 clients with neurological problems who came into class across the term
Recommendation
In 2016, 4 clients participated in the Unit, and 5 participated in 2017. Continue to invest the time and resources required to bring the 5 clients onto campus so they can work with the students.
Action Taken
The students continue to value the participation of the 5 clients and it seems important to continue to invest the time and resources required to bring clients onto campus.
Source: Have your say
Feedback
There was a lot of content to cover in the course and students thought if felt a bit 'rushed' and wondered if more time could be allocated
Recommendation
This comment was also made by students in 2016, and in response, a further hour was added for tutorials each week in 2017. As its not possible to add another hour of teaching time, some of the 'additional' activities that have been included in classes will be trimmed back for 2018, so that students can comfortably complete 'core' activities in a timely fashion and not feel these are rushed.
Action Taken
The content will be cut back again as it seems that students perceive the volume of material to be unmanageable. This also seems to be because some students are not completing pre-reading and not accessing resources prior to class. Therefore, at the start of each class, we will continue to discuss the readings so students are encouraged to participate and contribute in class, and understand the benefits of preparation so they can progress in class, rather than needing to cover basic content in class and not progressing to the planned activities.
Source: Have your say
Feedback
Students requested that for the small number of sessions where demonstrations are provided and practical material is taught, a staff member is present on both the Bundaberg and Rockhampton Campuses. This was to support their learning by ensuring they were learning/ performing techniques correctly.
Recommendation
For the small number of sessions where demonstrations are provided and practical material is taught, that a staff member is present on both the Bundaberg and Rockhampton Campuses. There are some additional resource implications to support this recommendation as an addditional expert occupational therapist will need to be employed sessionally for 3-4 sessions x 3-hours. A request to support this will be made in the "Sessional Teaching Staffing Plan" for Term 1, 2018.
Action Taken
For all classes where practical material is taught, either a CQU expert, or clinical expert is now located in the classrooms on both Bundaberg and Rockhampton campuses.
Source: unit evaluation
Feedback
Assessment tasks were not explained clearly/ and I don't understand their relevance
Recommendation
Allocate more time in class to provide more detailed oral and written explanations of the 3 assessment tasks and how they prepare students to work as occupational therapists. More details in both oral and written forms will also be provided on the context for the three assessments.
Action Taken
Nil.
Source: unit evaluation
Feedback
Classes are rushed and we don't get through all the content.
Recommendation
Reduce the volume of content. Other cohorts of students have also commented on the volume of material, but these previous student cohorts coped very well as they had all usually undertaken the pre-reading and reviewed the class resources. This seems to have been a problem for the 2018 cohort who usually came to class with no preparation at all. The volume of content needs to be trimmed back to ensure students perceive this as manageable. The value and importance of pre-reading will be discussed, and readings will be reviewed at the start of each class so students also see the value and importance of this activity.
Action Taken
Nil.
Source: unit evaluation
Feedback
Classes are disorganised, I cant follow the Moodle site organisation.
Recommendation
Increase the time at the beginning of each class to ensure students have time to think about the material that is to be covered and how it fits with the bigger picture of working with clients with neurological problems. Previous cohorts of students have commented that the class material is highly organised, as is the Moodle site. However, this was seen as a problem by the 2018 cohort. Consult with the Moodle team to determine if there are any suggestions for changes to better organise the material.
Action Taken
Nil.
Source: unit evaluation
Feedback
Valuable to have clients come into class
Recommendation
Continue to invest the time and resources required to bring 5 clients into the class.
Action Taken
Nil.
Source: clinician who teaches into the practical classes
Feedback
The content and way the teaching materials scaffold student learning is great
Recommendation
Continue to offer the content in the graded manner currently taught.
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 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 - Portfolio
3 - Group Work
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
1 - Written Assessment
2 - Portfolio
3 - Group Work