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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 1 - 2021

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 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 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 57.14% (`Agree` and `Strongly Agree` responses), based on a 55.56% 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: 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
Client tutors remained as core components of unit delivery in Term 1 2023.
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
Content was reduced in Term 1 2023. Students were supported by the unit coordinator and sessional educator to develop revision and retention strategies.
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
The In-Class Test was retained in Term 1 2023 with similar scheduling and preparation.
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
Assessment 3 was modified for Term 1 2023 and included both individual and paired components.
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
Nil.
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
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 - 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 10
1 - Written Assessment
2 - Portfolio
3 - Group Work