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The information below is relevant from 06/03/2017 to 08/07/2018
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OCCT14003 - Transition to Professional Practice

General Information

Unit Synopsis

This capstone unit will provide occupational therapy students and speech pathology students with an opportunity to examine and critique contemporary health practice issues prior to their entry into the professional workforce. This will involve an analysis of the current political, social and economic trends in Australian health care that will impact on their practice across a variety of settings. Students’ sense of professional engagement will be encouraged and their professional identity reinforced through a series of professional seminar presentations. The unit will include a range of professional socialisation experiences that will prepare students to move into their professional roles as new graduate health practitioners.

Details

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: (OCCT13006 and OCCT13005) or SPCH14003

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 3 - 2017

Term 2 - 2018 Profile
Bundaberg
Rockhampton
Term 2 - 2019 Profile
Bundaberg
Rockhampton
Term 2 - 2020 Profile
Bundaberg
Rockhampton
Term 2 - 2021 Profile
Bundaberg
Rockhampton
Term 2 - 2022 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 30%
2. Portfolio 30%
3. Presentation and Written Assessment 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 - 2020 : The overall satisfaction for students in the last offering of this course was 4.8 (on a 5 point Likert scale), based on a 87.5% 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 appreciated the practical components of the unit preparing them for professional practice including registration with AHPRA, NDIS submissions and professional indemnity insurance.
Recommendation
This content will remain for the 2020 offering.
Action Taken
The content was updated and offered again in 2020, along with relevant guest speakers per topic.
Source: Have Your Say and in-class student feedback.
Feedback
The unit design, content, learning resources and engaged delivery were highlighted as positives for this unit.
Recommendation
The flow of topics, the content, workshops and the delivery by the unit coordinator will be maintained in the 2020 T2 offering.
Action Taken
All content and workshops remained in the T2 2020 delivery, but this time it was offered exclusively via Zoom due to Covid-19 restrictions in place.
Source: Have Your Say and in-class student feedback
Feedback
The addition of the motivational interviewing modules and associated practical assessment was identified by a number of students as valuable and transferable to their practice upon graduation, regardlesss of caseload.
Recommendation
The design of the motivational interviewing lecture and module content as well as the assessment design will be used in T2 2020.
Action Taken
This remained in the T2 2020 offering, however all content and workshops were delivered and practiced online and in breakout rooms. The assessment with the patient actor was also conducted online in a 'telehealth-like' conditions.
Source: Have Your Say and in-class feedback
Feedback
The timing of the portfolio assessment was identified by a number of students as problematic. It was due for submission late in term, but many students felt it would be more beneficial to them to have the lecture content and the assessment earlier in term to best position them for job applications and securing a position upon AHPRA registration.
Recommendation
The timing of the portfolio assessment will be considered for change in T2 2020, in consultation with unit coordinators of the other occupational therapy capstone units. Timing of the assessment suite across each of the capstone units is an important consideration when endeavouring to optimise the student experience.
Action Taken
The portfolio assessment was brought forward in term in line with earlier delivery of the content.
Source: Have Your Say and in-class feedback.
Feedback
The unit content and guest speakers were consistently highighted as a strength of this unit.
Recommendation
It is recommended that the content remain for the 2021 offering and a similar range of guest speakers will be asked to engage with the unit.
Action Taken
Nil.
Source: Have Your Say and in-class feedback.
Feedback
The motivational interviewing assessment and the job portfolio assessment were highlighted as particularly valuable learning experiences.
Recommendation
It is recommended that both assessment pieces remain for the 2021 offering.
Action Taken
Nil.
Source: Have Your Say
Feedback
It was identified that T2 2020 saw some overlap between OCCT14003 and OCCT14004 content, specifically on the Australian Occupational Therapy Competency Standards (AOTCS) 2018 and working in teams.
Recommendation
It is recommended that this be discussed and resolved at the Occupational Therapy Curriculum Planning Day in December 2020.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Articulate an understanding of the role of new graduate health professionals in the contemporary Australian health care system.
  2. Generate and synthesise a range of resources to support the commencement of professional practice.
  3. Investigate the current trends in the provision of professional services to rural/remote and regional practice.

The learning objectives and assessment pieces in the unit are designed to meet requirements in the Australian Minimum Competency Standards for New Graduate Occupational Therapists 2010. Students will undertake activities that prepare them to meet performance criteria in the seven units of the competency standards and/or map prior learning experiences to demonstrate their ability to meet those requirements.

The learning and assessment in the unit are aligned with the requirements for accreditation by Speech Pathology Australia as outlined in the Competency-based Occupational Standards for Speech Pathologists (CBOS 2011) and the Competency Assessment in Speech Pathology (COMPASS (R) Generic Professional Competencies.
Competency-based occupational standards for speech pathologists (CBOS 2011

  • unit 5 planning - elements 5.1, 5.2, 5.3, 5.4, 5.5 and 5.6 to entry level
  • unit 6 professional and supervisory practice - elements 6.2 to entry level
  • unit 7 lifelong learning and reflective practice - elements 7.1, 7.2, 7.3 and 7.4 to entry level

Competency Assessment in Speech Pathology (COMPASS (R)) Generic Professional Competencies

  • unit 1 Reasoning: elements 1.1, 1.2 and 1.3 to entry-level
  • unit 2 Communication - elements 2.1, 2.2, and 2.3 to entry-level
  • unit 3 Learning - elements 3.1, 3.2, 3.3 and 3.4 to entry-level
  • unit 4 Professionalism - elements 4.1, 4.2, 4.3, 4.4 and 4.5 to entry level

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3
1 - Written Assessment
2 - Portfolio
3 - Presentation and Written Assessment
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
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 - Presentation and Written Assessment