OCCT14002 - Specialisation in Occupational Therapy

General Information

Unit Synopsis

This capstone unit builds upon the foundation knowledge and practice experience you have built throughout the occupational therapy course. The focus of this unit is to equip you to function as an autonomous, evidence-informed new graduate practitioner in Australia. It is comprised of various modules which will advance your professional skills for independent practice. Each module will be offered in semi-block mode to enable immersion in a specialised area of professional practice. The range of modules will be subject to resources including availability of experts to contribute. Depending on the number and scope of modules offered, there may be some choice in which modules you undertake. However, a compulsory module will focus on the application of telehealth for motivational interviewing, a skill in facilitating client behavioural change applicable across caseloads.


Level Undergraduate
Unit Level 4
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites Prerequisites: OCCT13009 (or OCCT13008 or OCCT13005 and OCCT13006) and OCCT14003 

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 2 - 2023 Profile
Term 2 - 2024 Profile

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. Reflective Practice Assignment 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 2 - 2022 : The overall satisfaction for students in the last offering of this course was 100.00% (`Agree` and `Strongly Agree` responses), based on a 15.79% 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"; informal student feedback; staff observation.
Students found the specialist modules useful and engaging.
It is recommended the specialist modules continue in their current form.
Action Taken
Specialist modules have continued, with plans to extend the available options.
Source: "Have your say"
Students felt underprepared for the research assessments.
It is recommended that the research component be reviewed and revised to ensure students are provided with sufficient structure and content to manage the assessment requirements; this should include a change in assessment structure to incorporate a formative assessment task aimed at facilitating the development of the research proposal.
Action Taken
Additional content and class time was incorporated into the unit, and the assessment structure was modified to enable the use of formative feedback.
Source: "Have your say"; staff observation.
Students required more timely return of assessment tasks.
It is also recommended that the assessment tasks be reviewed and revised as required to ensure a smooth transition between assessment tasks.
Action Taken
Timing of assessments was revised and modified to ensure students had sufficient time to plan between assessment items.
Source: "Have your say"; staff reflection.
Students did not adequately understand the purpose and requirements of the quizzes.
It is recommended that all assessment items, including the quizzes, be clearly described to students, including expectations for level of detail required.
Action Taken
Assessment requirements were clearly explained. Quizzes were completed in-class to ensure students limited the time spent on completing them.
Source: SUTE comments Informal student feedback Staff observation
Students felt well-supported by the structure of the unit and their interactions with the unit coordinator.
It is recommended that the unit retain a similar structure based around intensive modules and unit coordinator consultation, rather than the standard lecture/tutorial model.
Action Taken
Source: SUTE comments Informal student feedback Staff reflection.
Students found the specialist modules to be useful and stimulating but have also identified further areas of clinical specialty that would be useful to include.
It is recommended that further clinical specialist modules be developed for this unit, e.g., advanced paediatric skills, hand therapy/advanced orthotics.
Action Taken
Unit learning Outcomes

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

  1. Appraise and synthesise available evidence in order to formulate best-practice assessment and intervention pathways.
  2. Formulate and synthesise best available evidence to develop and deliver written or oral presentations that are accessible to a wide range of stakeholders.
  3. Demonstrate effective motivational interviewing techniques that may facilitate behavioural change to support patient/client/consumer/participant health and wellbeing.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3
1 - Written Assessment
2 - Reflective Practice Assignment
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
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
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